Fluency is most frequently measured by the:
A) Number of words read correctly per minute (WCPM).
B) Mean length of utterance (MLU).
C) Type token ratio (TTR).
D) Number of complex sentences.
Which of the following statements about working with families to extend language
concepts is NOT true?
A) Children are more likely to learn new vocabulary and language structures when they
are active participants in their learning and can practice new concepts in different
contexts.
B) Keep all language activities short and fun so that parents/guardians do not view
communication as homework.
C) When planning language activities, it is important to be aware of cultural and
linguistic differences in the home.
D) If a family does not speak English, encourage the student to complete these activities
at a friend’s house instead of completing them in the language used at home.
Which of the following is NOT a decision we as learners control within the learning
process?
A) Which stimuli to attend to
B) How long information can be stored in our long-term memory
C) Whether to rely more on feature analysis or context and prior knowledge
D) What is an effective and efficient way to store information for later retrieval
Mrs. Harris is a speech therapist who works with a group of kindergarten children to
sort different ideas. She asks them to sort animals that swim and animals that live on
land. This activity addresses which important prenumber skill?
A) Seriation
B) One-to-one correspondence
C) Classification
D) Numeration
Content enhancements are techniques to help students with all of the following choices
EXCEPT:
A) Identify salient information.
B) Organize information.
C) Comprehend content information.
D) Summarize the information.
Floyd is a 6-year-old who often has difficulty communicating about topics that are not
in his immediate environment. For example, he was trying to describe his weekend trip
with his family to an amusement park. He couldn”t remember the words for roller
coaster or Ferris wheel so he called them the “fast thing” and the “round thing.” Based
on this information, what aspect of language does Floyd have difficulty with?
A) Syntax
B) Phonology
C) Morphology
D) Semantics
Conferences with family members provide teachers with the opportunity to do all of the
following EXCEPT:
A) Review the student’s materials, grades, and work progress.
B) Meet with other professionals to provide an overall review and report on student
progress.
C) Provide samples of the student’s most recent work.
D) Inform the parents that they are not doing enough at home to help their child.
Which of the following choices refers to the use of a variety of grouping practices that
change depending on the goals and objectives for the lesson?
A) Scaffolding
B) Individualizing instruction
C) Curriculum-based measurement
D) Flexible grouping
The intensity of instruction be increased by all of the following choices EXCEPT:
A) By reducing group size
B) By increasing the amount of instructional time
C) By ensuring that the instruction is even more carefully tailored to the student’s needs
D) By increasing the number of teachers in the room
Within the RTI model, students who score at adequate levels or higher on screening
instruments are typically assessed by progress monitoring measures:
A) Once a year.
B) Three times a year.
C) Every week.
D) Every month.
Which of the following choices is the most difficult aspect of reading to assess?
A) Reading comprehension
B) Fluency
C) Phonics
D) Phonological awareness
Charlie reads rapidly and without pause. When he comes to the end of the sentence, he
often does not use appropriate intonation to signify punctuation. After he finishes
reading, he is unable to answer comprehension questions about what he has just read.
What interferes most with Charlie’s comprehension?
A) Charlie has poor decoding skills.
B) Charlie has poor sight word recognition skills.
C) Charlie has poor comprehension monitoring skills.
D) Charlie is not a fluent reader.
Lydia knows that the “3” in 38 represents 3 tens and the “8” represents 8 ones. She
understands:
A) Regrouping.
B) Discrimination.
C) Place value.
D) Fractions.
Students are taught a strategy to try to decipher unfamiliar words that they read. Their
teacher gives them a list of questions to help them figure out new words. The questions
include: “Does the word have any parts that I recognize?” “Is the word a noun or a
verb?” “Are their clues in the sentence to help me understand the word?” Their teacher
does all EXCEPT which of the following choices?
A) Uses cognitive strategy instruction
B) Teaches her students reflective thinking
C) Teaches her students self-regulation
D) Uses positive reinforcement
Which of the following choices represents the basic syntactical structure for English?
A) Subject + object + verb
B) Verb + object + subject
C) Subject + verb + object
D) Verb + subject + object
School-based teams that include support professionals, classroom teachers, and
administrators who meet to address the instructional and behavioral needs of individual
students are often called:
A) IEP teams
B) Sports teams
C) Debate teams
D) Teacher assistance teams
Text highlighting is a useful strategy for assisting students in
A) Previewing information.
B) Obtaining the most salient information.
C) Reviewing information.
D) Making predictions.
A teacher scowls at a student until the student works. After the teacher stops scowling,
the student continues to work successfully. Within the applied behavioral analysis
framework, the removal of the scowl is considered:
A) Positive reinforcement.
B) Negative reinforcement.
C) Punishment.
D) Secondary reinforcement.
The application of applied behavior analysis principles to change maladaptive
behaviors is referred to as:
A) Behavioral therapy
B) Skills implementation.
C) Group contingency
D) Interpersonal problem solving.
Students who have difficulty maintaining appropriate behavior can be helped through:
A) Peer monitoring and support.
B) Group contingencies.
C) Verbalization.
D) Modeling.
When planning a language program for students with delayed language skills, begin by:
A) Adhering closely to a language curriculum.
B) Determining what knowledge and skills a student has already acquired.
C) Focusing on receptive language before expressive language.
D) Focusing on expressive language before receptive language.
Which of the following statements about high-utility words is NOT true?
A) They are words that students will encounter in a variety of contexts.
B) They are words that will assist students in understanding a particular text.
C) They should be used by the teacher as vocabulary words.
D) They are words that are unlikely to be seen or used outside the specific unit.
If the combination of a schoolwide behavioral support model and group interventions is
not associated with improved behavioral outcomes, then more specific and intensive
intervention focused at the student level are introduced and monitored in:
A) A Tier 1 RTI (response to intervention) model
B) A Tier 2 RTI (response to intervention) model
C) A Tier 3 RTI (response to intervention) model
D) All Tiers of an RTI (response to intervention) model
Which of the following activities is representative of phonemic awareness?
A) Clapping words in a sentence
B) Clapping syllables in words
C) Blending sounds in words
D) Recognizing the letter A
In a school where RTI is the model used, the decision-making team could include all of
the following team members EXCEPT:
A) Classroom teacher
B) School psychologist
C) Special education teacher
D) Lawyer
Mrs. Horowitz says multisyllabic words and asks her students to clap the number of
syllables in the words. This activity targets:
A) Phonological awareness.
B) Letter-sound correspondence.
C) Phonics.
D) Decoding.
Individualized programming means
A) Providing independent work for individual students.
B) Providing computerized programs so that students can learn individually.
C) Providing instruction that is designed to meet the individual needs of a student.
D) Working with students individually.
The most frequently suggested alternative to traditional IQ-achievement discrepancy
approaches for identifying students with learning disabilities is:
A) ABA
B) IEP
C) RTI
D) IDEA
The latest reauthorization of IDEA (2004) mandates that:
A) All students with IEPs must be education in inclusive settings.
B) All students should be educated in the least restrictive environment possible.
C) General education teachers must be able to accommodate any student with any
disability.
D) Instruction in self-contained settings is forbidden.
Which of the following is NOT true about an IEP goal?
A) An IEP goal can address academic needs.
B) An IEP goal can address social-emotional needs.
C) An IEP goal can address functional needs.
D) An IEP goal should not be specific.
Which of the following strategies is the most representative of what occurs in the
general education classroom?
A) Undifferentiated large group instruction
B) Small group instruction
C) Individualized instruction
D) Peer assisted instruction
Mrs. Rutgers teachers her eighth-grade struggling readers to break apart words into
their morphemes and try to identify specific affixes and root words. What decoding
strategy is she teaching her students?
A) Onset-rime
B) Semantic analysis
C) Structural analysis
D) Automatic word recognition
Each week, Mrs. Komentski reviews Charlie’s IEP objectives with him. They use a
progress chart to record Charlie’s progress with knowledge of math facts. By engaging
Charlie in the monitoring of the progress towards his annual goals, Mrs. Komentski is
hoping to improve Charlie’s:
A) scaffolding.
B) zone of proximal development.
C) self-determination.
D) behavioral support.
In measuring the target behaviors for ABA, which of the following choices explores
whether a behavior occurs during a specific period of time?
A) Random sampling.
B) Duration sampling.
C) Event sampling.
D) Interval sampling.
“Eddie had a birthday party. Albert gave him two turtles. Alan gave him four dinosaurs.
Matthew gave him three turtles. How many turtles did Eddie receive altogether?”
Which of the following factors that can cause difficulties when solving story problems
is most evident in this problem?
A) The absence of cue words
B) Complicated sentence structure
C) Extraneous information
D) Unsuitable content
What are the benefits of progress monitoring?
Briefly explain the components of RTI.
How can teachers help students understand how to use context to determine the
meanings of unfamiliar words?
Mr. Williams is a first-grade teacher with a new teacher aide this year. At the beginning
of the year, the teacher aide said that she had 20 years of experience and they did not
need to meet on a regular basis. Mr. Williams assigned four of his struggling readers to
work with the teacher aide in a small group for 30 minutes a day. During the first month
of progress monitoring, these students did not show any progress. What can Mr.
Williams do to improve his relationship with the teacher aide and ensure that effective
instruction is delivered?
Ms. VanHorn s teaching was observed by her principal while teaching reading to her ʹ
second graders. The principal remarked in her feedback that Ms. VanHorn used too
much large group instruction during her reading period and needs to provide more
differentiated instruction for students in small groups. Ms. VanHorn is frustrated
because she does not have a teacher aide and does not understand how she can provide
small group instruction while keeping the other students occupied. What are some ways
that Ms. VanHorn can provide effective small group instruction? Provide two examples.
What are some key features of explicit code instruction? Describe why these features
are important for children with reading disabilities.
What are the causes of handwriting problems?
Cameron is a second grader that has difficulty paying attention in class. His teacher is
frustrated because he cannot get Cameron to listen to instructions. What are some things
that he can do to help Cameron attend?
Mrs. Gawn is asked by the reading coach at her school if she teaches specific
vocabulary words to her fifth-grade students. “Of course I do,” she answers. “We have a
spelling list every week. These words are our vocabulary words. I use words with
similar spelling patterns and have the students look up their definitions.” What can Mrs.
Gawn do to make the vocabulary instruction in her class more effective?
Mrs. Henderson has one student who struggles in reading in her first-grade class. He
speaks English fluently, but his parents do not. Mrs. Henderson is constantly frustrated
because the student’s family does not show up to meetings. When the mother does
attend meetings, she usually brings a baby with her and seems distracted and passive.
Mrs. Henderson believes that this family does not care about the academic performance
of the student. She wishes they would respond to her concerns. What issues should she
consider when working with this family and assist them in participating in a
collaborative relationship?
Briefly describe 3 of the 5 features of cognitive strategy instruction.
What are some features teachers should look for when assessing a textbook?
How does language development affect a student’s ability to learn math? Name two
ways a teacher can help students who have language problems.
What guidelines should be considered when assessing a student’s reading fluency?
What is the role of the special education teacher in the RTI model?
Describe how a written intervention plan in the RTI model differs from an IEP. What is
included in the intervention plan?
Describe the family’s role in planning and placement conferences.