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Chapter 7: Students with Learning Disabilities
Multiple Choice
1. Which one of the following is part of the exclusionary criteria for learning disabilities?
A. An impairment that is caused primarily by poor instruction
B. An impairment that is caused primarily by perceptual difficulties
C. An impairment that is caused primarily by emotional disturbance
D. An impairment that is caused primarily by brain injury
2. What percentage of students with disabilities have specific learning disabilities?
A. 75%
B. 35%
C. 26%
D. 14%
3. Which of the following represents the percentage of students who have disabilities in both
reading and math?
A. 30
B. 10
C. 20
D. 40
4. Difficulty with decoding words, comprehending text, and appropriate speed and fluency are
elements of:
A. Language disorder
B. Reading disorder
C. Written language disorder
D. Math disorder
5. Procedural problems, and fact retrieval are indications of:
A. Language difficulty
B. Reading difficulty
C. Executive functioning
D. Math difficulty
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6. An example of working memory is:
A. Storing information
B. Reading in an automatic fashion
C. Remembering facts
D. The ability to preserve some information while processing other information
7. Having difficulty recalling information shortly after it is presented is an example of which of
the following?
A. Short term memory
B. Executive functioning skills
C. Metacognition
D. Social skills
8. Compared to students with other disabilities, those with learning disabilities have:
A. Fewer friends
B. More anxiety
C. Fewer problems with mental health
D. A lower incidence of behavior problems
9. Children and youth with reading learning disabilities typically have less activity in which
part of the brain?
A. Left hemisphere
B. Right hemisphere
C. Temporal lobe
D. Parietal lobe
10. Three ways that IDEA allows agencies to determine the presence of learning disabilities are
through each of these ways except which one?
A. Discrepancy model
B. Scientific, research based interventions
C. Other alternative research based procedures
D. Report card grades
11. According to the figure in your text, a student with an average IQ of 100 and severe
discrepancy in reading, would have an achievement score of which of the following, or
below?
A. 100
B. 18
C. 122
D. 80
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12. Which term refers to frequent errors in understanding math concepts, computing simple and
complex math problems, and sequencing the steps of complex problems?
A. Procedural problems
B. Fact retrieval
C. Phonemic analysis
D. Word identification
13. A problem-solving approach that involves multiple tiers of increasingly intense, research-
based interventions matched to each student’s needs is:
A. Response to Intervention
B. Norm-referenced assessment
C. Discrepancy model
D. Reaction to Instruction
14. RTI is a model for:
A. Identification
B. Rehabilitation
C. Assessment
D. Instruction
15. In the RTI model, identification of learning disabilities is based on each of the following
except:
A. Response to instruction in terms of progress rates and performance levels
B. Assessment of low achievement using norm-referenced achievement tests
C. Application of the exclusionary standard
D. Assessment of the IQ-achievement discrepancy
16. Each is an example of psychological processing except:
A. Executive functions
B. Processing speed
C. Short-term memory
D. Semantic memory
17. The capacity to use a sound system of language to process oral and written communication
is:
A. Language
B. Phonological processing
C. Dyslexia
D. Phonics
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18. ________ refers to how students process information in order to remember it.
A. Short-term memory
B. Long-term memory
C. Working memory
D. Fact retrieval
19. To know the scope and sequence of content being delivered in the general curriculum,
teachers should engage in:
A. Curriculum-based measurement
B. Individualized education planning
C. Universal design for learning
D. Curriculum mapping
20. Which of the following helps students anticipate the relationship between their prior
knowledge and the new material they must master?
A. Advance organizers
B. Universal Design for Learning
C. Priority organizers
D. Cognitive organizers
21. Which skill is a major one college students with disabilities should be prepared to use in
order to be ready for success in postsecondary education?
A. Test-taking skills
B. Advocacy
C. Problem-solving skills
D. Content reading skills
22. Using more than one methodology, providing a variety of formats of materials, expanding
assessment options, and varying the complexity and nature of the content are elements of:
A. Response to intervention
B. Embedded learning approach
C. Differentiated instruction
D. Universal design for learning
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23. Three areas in which a teacher can differentiate are curricular content, instructional process,
and:
A. Product requirements
B. Homework length
C. Problem-solving steps
D. Advanced organizers
24. Learning strategies can help students with disabilities to learn independently and to:
A. Assess learning
B. Comprehend material
C. Acquire information
D. Generalize information
25. A learning strategy that requires students to actively interact with material and promotes
intrinsic motivation for learning is:
A. Metacognition
B. Self-questioning
C. Graphic organizers
D. Advance organizers
26. Graphic organizers assist students in all of the following except:
A. Identifying key concepts
B. Verbalizing the information they are learning
C. Comparing and contrasting information
D. Relating cause and effect
27. What percent of time is the majority of students with learning disabilities included in the
general education classroom?
A. 40–79%
B. 0–39%
C. 80–100%
D. 50–89%
28. A frequently used method of RTI used to track progress in reading, writing, spelling, and
math for students with disabilities is:
A. Response to intervention
B. Curriculum-based measurement
C. Nonbiased assessment
D. Differentiated instruction
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29. Approximately what percentage of all elementary and secondary students experience a math
disability?
A. 7%
B. 1%
C. 30%
D. 50%
30. ________ refers to the capacity to use the sound system of language to process oral and
written information.
A. Discrepancy
B. Phonemic awareness
C. Fact retrieval
D. Phonological processing
Praxis style questions
1. James frequently disrupts other students when he needs to be working independently on his
assignments. You have discussed this behavior with James but it continues. An appropriate
instructional intervention would be:
A. When James is disruptive, send him to the principal’s office.
B. Move James to a different part of the classroom away from other students.
C. Use advance organizers to guide James’ learning on independent assignments.
D. Inform James’ parents of his behavior and ask for help.
2. Mr. File teaches history. His teaching style is to lecture to his students and require them to
write notes and important dates to study for the chapter tests. A suggestion for Mr. File to
differentiate his instructional process would be to:
A. Have the students read the chapter on their own.
B. Provide visual or graphic organizers to accompany the lectures.
C. Tape record the lectures for students to listen to later.
D. Continue with the lectures, there is nothing wrong with this teaching style.
3. Sheila and her parents would like her to participate in her IEP meetings. You would like to
prepare Sheila to become an active participant in the meetings and her education. What
would you suggest to prepare Sheila for the meeting?
A. Role-play the meeting with Sheila.
B. Review Sheila’s current IEP with her before the meeting.
C. Have Sheila fill out the IEP paperwork during the meeting.
D. Send her the IEP to study ahead of time.
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Short Answer
1. Explain the inclusionary and exclusionary standards for defining specific learning
disabilities.
2. What is one area of memory students with learning disabilities struggle with frequently?
3. Briefly describe three emotional and social characteristics associated with many students
with learning disabilities.
4. What is the cognitive processing model for identifying students with disabilities?
5. Briefly discuss why inclusion is so important to consider in regards to students with learning
disabilities.
Essay
1. What is meant by your textbook authors’ statement: “There is no such thing as a typical
student with learning disabilities”? How does this relate to characteristics of students with
learning disabilities?
2. Describe the discrepancy model for identifying learning disabilities, and include problems
with this model.
3. Describe the response to the intervention model for identifying learning disabilities, and
include concerns about the model.
4. Summarize some of the possible causes of learning disabilities.
5. What is meant by your textbook authors’ statement: “Differentiated instruction is a logical
companion to universal design for learning”?
Chapter 7: Students with Learning Disabilities
Multiple Choice
Praxis
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Short Answer
Essay
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