Ms. Hallock takes a break at certain points during her lectures and has students work as
partners for about two minutes to discuss what they are learning and review their notes.
At the end of the two minutes, she asks the students if they have any questions and then
she resumes her lecture. She finds that this method allows students to review the
information and generate questions of their own. This procedure is called:
A) The pause procedure.
B) The advance organizer.
C) Peer tutoring.
D) Semantic feature analysis.
All of the following choices are true about Tier 1 instruction EXCEPT:
A) Tier 1 is for all students.
B) General education teachers provide Tier 1 instruction.
C) Instruction is based on research.
D) Tier 1 instruction includes intensive instruction for students who do not respond.
Study skills can be categorized into which three areas?
A) Expressive skills, receptive skills, and written skills
B) Oral skills, writing skills, and reading skills
C) Personal development skills, process skills, and expression skills
D) Academic skills, social skills, and personal skills
Parke is a first grader who struggles with math. When he gets frustrated, he provokes
other children in class by hitting and biting. Before each in-class math assignment, the
teacher calls Parke up to her desk and reminds him of how well he did on the previous
assignment and shows him a graph of his improved grades. She provides him with a
modified assignment and then has him sit with a math buddy. Parke’s teacher reduces
his undesired behavior by:
A) Providing positive reinforcement
B) Manipulating antecedents
C) Providing negative reinforcement
D) Using the Premack principle
Which of the following definitions best describes a morpheme?
A) The smallest unit of sound that differentiates meaning.
B) The smallest unit of language that conveys meaning.
C) A rule that governs phoneme order.
D) A rule that governs word order.
Asking students to count to 20 and count by tens are ways to measure a student’s:
A) Abstract reasoning.
B) Problem solving skills.
C) Number sense.
D) Skills in mathematical operations.
All of the following are advantages to using a computer to facilitate writing EXCEPT:
A) Computers make revising and editing easier.
B) Computers provide spell-checking features.
C) Computers produce neat copies that enhance readability.
D) Computers can assist students in using accurate paragraph and sentence structures.
The sounds /sp/ and /st/ are examples of:
A) Consonant digraphs.
B) Continuant digraphs.
C) Consonant blends.
D) Phonemic segments.
Mr. Barnes has several students who speak Spanish in his class and who are from a
variety of countries in Latin America. When trying to teach percentages, he brings into
class some recent figures from the U.S. census on how many people speak more than
one language at home. In teaching the math principles, Mr. Barnes also uses Spanish
words for percent, percentage, and fraction in addition to the English terms. By
incorporating these techniques in his instruction on percentages, Mr. Barnes is doing all
of the following EXCEPT:
A) Using applied mathematics.
B) Using data about other cultures to illustrate mathematical concepts.
C) Using the language of students in instruction.
D) Using a cross-curricular strategy to teach his students both math and Spanish.
Mr. Pieter says each individual sound in a word (e.g., /s/, /p/, /l/, /i/, /t/) and his students
try to identify the word and say the word out loud. This activity is called:
A) Segmenting.
B) Blending.
C) Structural analysis.
D) Syllabification.
Which of the following would be a language skill that is too advanced for a 6-year-old?
A) Asking others for information
B) Expressing affection appropriately
C) Expressing hostility appropriately
D) Making deliberate use of metaphors
Which of the following is intended to ensure that there is a continuum of alternative
placements available for students with disabilities?
A) PL 94-142
B) PL 99-457
C) PL 98-511
D) Lau v. Nichols decision
Within the RTI model, the purpose of screening measures is:
A) To monitor a student’s progress on a weekly basis.
B) To provide an in-depth analysis of the student’s strengths and weaknesses.
C) To help teachers pinpoint where a student is having difficulties.
D) To determine a student’s eligibility for special education.
According to Smith and Adams (2006), what percentage of children do families report
as having both Attention Deficit Hyperactivity Disorder and learning disabilities?
A) 4.5%
B) 3.7%
C) 1.0%
D) 5.8%
Traditionally, when students first showed signs of struggling academically or
behaviorally, the prevailing approach was to wait and hope that their progress would
improve over time. This is often referred to as:
A) ‘stop and wait” model
B) “wait to fail” model
C) “wait to test” model
D) “wait for progress” model
Mr. Mondschien emphases the sequence of events that his class does during the day
(e.g., “First, we have circle time, then we have reading, and then recess…” etc). He also
asks students to think about which events take longer (e.g., recess or reading, lining up
for lunch or math). By discussing these topics, Mr. Mondschien is helping his students
to understand:
A) Math computation.
B) Classification.
C) Time.
D) Measurement.
Which of the following statements is the overarching goal that represents the standards
for language development, according to the Common Core Standards?
A) Use knowledge of language only when necessary in the classroom.
B) Use knowledge of language only in special education settings.
C) Use knowledge of language only in general education settings, or when deemed
necessary in a special education setting.
D) Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
Spencer is in the eighth grade and can read fourth-grade texts independently but
struggles to understand more advanced level texts. The reading specialist works with
Spencer in a small group to read sixth-grade level texts. When the teacher guides
Spencer to read slowly, paraphrases after each paragraph and asks questions when he
does not understand, Spencer can successfully answer sixth-grade comprehension
questions. Based upon this information, what is Spencer’s zone of proximal
development for reading?
A) At the fourth-grade level
B) At the sixth-grade level
C) Between the fourth- and sixth-grade level
D) Between the fourth- and eighth-grade level
Which of the following choices is the most accurate statement regarding the
instructional cycle?
A) The instructional cycle refers to the process of teaching a particular concept, and
then asking questions to check for understanding.
B) The instructional cycle refers to the process of setting instructional goals, planning
instruction, providing instruction, evaluating, and modifying instruction.
C) The instructional cycle should be used in an inflexible way; once a lesson has been
planned, it is important not to make changes during the lesson.
D) The instructional cycle refers primarily to the beliefs and attitudes of the teacher,
which should be considered when planning for instruction.
Students with social disabilities may be unable to function adequately with only the
services provided in the general education classroom because of all the following
reasons EXCEPT:
A) Social interactions.
B) Communication difficulties.
C) Attention problems/hyperactivity.
D) Pacifism
When working with students with literacy and language difficulties, a speech-language
teacher may do all of the following strategies EXCEPT:
A) Collaborate with classroom teachers to implement developmentally appropriate
language arts and literacy programs.
B) Assist in modifying and selecting language and instructional strategies that integrate
oral and written communication skills.
C) Withhold information on students’ progress from other school personnel so as not to
influence their opinions of the students.
D) Provide information and support for parents of at-risk children regarding language
and literacy activities in the home environment.
What kind of assessments are used to allow the teacher to regularly monitor the
progress of students to determine whether their progress is on track or whether the
teacher needs to make adjustments?
A) Standardized assessments
B) Diagnostic assessments
C) Norm-based assessments
D) Progress-monitoring assessments
Nicole enjoys math but hates reading. Her teacher tells her that she can do her math
problems only after she finishes her reading assignment. This example illustrates the
use of:
A) Negative reinforcement.
B) The Premack Principle.
C) Secondary reinforcement.
D) Group contingencies.
The strategies “Previewing,” “Click and Clunk,” “Getting the Gist,” and “Wrap-Up” are
all associated with:
A) Reciprocal teaching.
B) Partner reading.
C) Collaborative strategic reading.
D) Story mapping.
Which of the following groups of letters account for 48 percent of the errors made by
students when forming letters?
A) a, e, i, o, u, and y
B) q, w, e, r, t, and y
C) q, j, z, u, n, and k
D) c, s, t, p, k, and g
Which of the following principles does NOT reflect the RTI model for math?
A) Screening all students for math ability
B) Providing evidence-based math instruction
C) Providing intervention for all students, whether they need it or not
D) Regularly monitoring students progressʹ
Mr. Gergen has his kindergarten class line up by height. The shortest children are in
front and the tallest children are in back. This activity focuses on which skill?
A) Classification
B) Seriation
C) One-to-one correspondence
D) Quantity discrimination
Since the category of “learning disabilities” was established, the number of students
identified with this label has:
A) Decreased by 50 percent.
B) Decreased by more than 100 percent.
C) Increased by more than 100 percent.
D) Increased by more than 200 percent.
A person’s ability to understand language (e.g., following directions) is referred to as:
A) Expressive language.
B) Receptive language.
C) Syntax.
D) Semantics.
What is the essence of reading and the ultimate goal of reading instruction?
A) Fluency
B) Decoding
C) Word identification
D) Comprehension
Lupe is an eighth grader who has just moved to Boston from Nicaragua. Her class is
learning about the 13 colonies. Lupe is a good reader in Spanish and knows English
well enough to converse with her friends, but she struggles to comprehend the concepts
in the social studies text. She is more comfortable reading the science text because the
topics were covered in her science class the year before. The main reason for Lupe’s
difficulty with the social studies is text most likely:
A) Her decoding skills.
B) Her fluency skills.
C) Her background knowledge.
D) Her sight word recognition skills.
All of the following strategies are considerations for teachers when teaching social
skills EXCEPT:
A) Tell students to focus on their weaknesses so as to improve them for everybody in
their group.
B) Develop cooperative learning.
C) Students benefit from working with peers in supportive and academically structured
activities.
D) Use principles of effective instruction.
Which of the following is NOT an instructional implication of social learning?
A) Instruction is designed to facilitate cooperation and mutual respect among students.
B) Learning and teaching should be embedded in meaningful and socially relevant
activities.
C) Instruction should provide opportunities for mediated learning.
D) Students’ sociocultural backgrounds should have no impact on learning.
Miss Walsh asks her students to line up in groups by the sound of the beginning of their
first name. This activity provides practice in:
A) Phonological awareness.
B) Phonics.
C) Segmenting.
D) Blending.
Mr. Galuska wants his first-grade student to add numbers quickly and automatically.
However, the student can only add numbers when using fingers or manipulatives. Using
concepts of applied behavior analysis, what must Mr. Galuska do?
A) Use a positive reinforcer to encourage the student to try harder.
B) Use shaping and reinforce responses that more closely approximate the target.
C) Use punishment when the student uses manipulatives.
D) Use an antecedent to encourage correct adding behavior.