Deck 5: Children With Learning Disabilities  

Question 1

Memory is

A) a single aspect within cognition.
B) the skill that is the foundation for all learning.
C) a complex process that involves both acquiring and recalling information.
D) unaffected by perception and attention.

Answer 1

C

Question 2

Cognitive style

A) is another name for metacognition.
B) is genetically determined.
C) is a function of the dominant parent's child-rearing practices.
D) refers in part to the tempo at which tasks are approached.

Answer 2

D

Question 3

Based on research, the strategy that has been highly recommended to teach students with learning disabilities to decode has mainly been

A) perceptual training.
B) the structured introduction of phonics skills and rules.
C) the language-experience approach.
D) the whole-language approach.

Answer 3

B

Question 4

Responsiveness to intervention refers to

A) level of appropriate behavior in the classroom setting.
B) student's grades prior to special education referral.
C) the difference between a student's performance in special education classroom and the general education classroom.
D) the student's performance after receiving research-based interventions in the general education classroom.

Question 5

Word analysis skills typically include

A) metacomprehension of text.
B) ability to determine deep structure.
C) phonic analysis (that is, the ability to associate sounds with various letters).
D) object permanence.

Question 6

The definition of learning disabilities is controversial due to problems with

A) suspected under-identification of students with learning disabilities.
B) suspected over-identification of students with learning disabilities.
C) states' interpretation of the definition's criteria.
D) lack of clinical judgment used in the identification process.

Question 7

Which of the following is a strategy that facilitates memory efficiency?

A) Keeping information to be learned in large segments
B) Connecting new information to previous knowledge
C) Trying harder to remember
D) Believing that you can remember something if you want to

Question 8

Students with learning disabilities tend to be described as

A) reflective.
B) impulsive.
C) intentional.
D) well-organized.

Question 9

The federal definition of learning disabilities no longer requires which of the following to be considered when identifying students who may have this condition?

A) achievement/ability discrepancy.
B) exclusion cause.
C) disability areas of oral expression and listening comprehension.
D) assumed disorder in one or more basic psychological processes.

Question 10

According to the current federal definition, which statement about specific learning disabilities is correct?

A) A specific learning disability affects the understanding or use of spoken or written language.
B) A specific learning disability may include affective and academic disabilities.
C) A specific learning disability is equally likely to affect persons who have intellectual disabilities or are gifted.
D) A specific learning disability is determined by a measure of an adaptive behavior.

Question 11

Which of the following areas is NOT identified in the IDEA definition of a learning disability?

A) Oral expression
B) Mathematics reasoning
C) Reading comprehension
D) Spelling

Question 12

Which statement about distractible students is correct?

A) They are frequently diagnosed with attention deficit disorder.
B) They are distractible only in school.
C) They are often memory-deficient as well.
D) They tend to follow directions very well but to have behavior problems.

Question 13

Metacognition

A) includes the skills of monitoring and evaluating one's own performance.
B) is another name for memory.
C) does not include any decision-making processes.
D) is related to only a few types of learning.

Question 14

The ability to organize and interpret what we experience through our senses is defined as

A) perception.
B) organization.
C) memory.
D) attention.

Question 15

Which of the following is NOT essential to the reading process?

A) Enjoying the reading process
B) Analyzing words
C) Comprehending what one reads
D) Metacognition

Question 16

Which of the following presumed causes of learning disabilities is considered an external or environmental factor?

A) Low birthweight
B) Genetic factors
C) Inability to synthesize vitamins
D) Inappropriate materials, methods, or curriculum

Question 17

The birth histories of many children who are later diagnosed with learning disabilities is characterized by

A) maternal drug abuse.
B) natural childbirth.
C) perinatal stress.
D) maternal infections.

Question 18

A technique that many teachers have taught their students to promote metacognition is

A) self-monitoring.
B) basic arithmetic skills.
C) basic reading decoding.
D) behavioral analysis.

Question 19

Which of the following is NOT an example of a metacognitive strategy?

A) Rehearsing a book report before presenting it to the class
B) Checking all the answers on this quiz before handing it in
C) Handing in your quiz before the testing period ends
D) Asking yourself if you understand what you just read in this question

Question 20

Students with learning disabilities who are poor readers have been shown to

A) use context clues as their major word-decoding strategy.
B) be good at decoding but not at comprehension.
C) profit best from sight-word training.
D) demonstrate equal deficits in arithmetic reasoning.

Question 21

Choose and describe one of the five cognitive processes that may cause difficulties for students with learning disabilities.

Question 22

Research suggests that the most effective means of teaching basic skills to students with learning disabilities is

A) rote memorization.
B) strategy instruction.
C) direct instruction.
D) discovery learning.

Question 23

Which statement about the teaching of students with arithmetic disabilities is correct?

A) Learning basic facts is the first step in mastering arithmetic.
B) Learning is dependent on mastery of the calculator to perform functional arithmetic.
C) Teaching should begin at the concrete level.
D) Teaching should focus on word problems and problem-solving strategies.

Question 24

Which of the following statements about reading fluency is NOT true?

A) Reading fluency is the rate of accurate reading.
B) Rapid naming is a component of reading fluency.
C) Reading fluency is more of a status symbol for children than an indicator of reading ability.
D) One intervention used to develop reading fluency is repeated readings.

Question 25

Which statement about spelling errors made by students with learning disabilities is correct?

A) They tend to be phonetically similar to the actual word.
B) They are mainly found in the beginning sounds of the spelled words.
C) They are a function of failing to use context clues.
D) They tend to be associated with perceptual disorders.

Question 26

What are some of the factors involved in the large increase in children identified as learning disabled?

Question 27

The three most important areas for teachers to evaluate when determining how to use technology with children with learning disabilities are:

A) class size, desk size, and computer memory.
B) student preskills, individual student mobility, and student motivation.
C) student access, instructional purpose, and individual student needs.
D) accessible hardware, available software, technology support staff.

Question 28

What is known about internal and external causes of learning disabilities?

Question 29

What is literal comprehension?

A) The ability to infer unspecified information from the reading passage
B) The ability to analyze the sounds of a word
C) The ability to identify specifically stated information from the text
D) The same as inferential comprehension

Question 30

Identification of a child as being at risk for a learning disability

A) is generally associated with a single compelling risk factor.
B) is based on a narrow definition of normal behavior in young children.
C) generally includes a prediction of the specific type of disability suspected.
D) is made difficult by the predictive validity of the assessment instruments used with young children.

Question 31

Describe what is meant by response to intervention (RTI) and outline the key components of this approach to assessment and instruction.

Question 32

Which word-analysis strategy do poor readers tend to use most often?

A) Context clues
B) Guessing
C) Sight words
D) Phonic analysis

Question 33

Pragmatics of language refers to the

A) meaning of words.
B) grammatical and syntactical structure of oral and written communication.
C) ability to use language effectively in different settings and for different purposes.
D) sounds of language.

Question 34

Assessment of learning disabilities may include

A) standardized testing procedures.
B) a response to intervention approach.
C) progress monitoring data.
D) all of the above.

Question 35

What are key factors of the definition of learning disabilities? What are the implications of each?

Question 36

Which of the following is NOT suggested when written classroom materials are being designed for students with learning disabilities?

A) Providing a separate answer sheet for tests
B) Avoiding unnecessary pictures
C) Using capital letters to highlight important words
D) Providing advance organizers

Question 37

The STAR strategy is used to solve

A) subtraction problems.
B) reasoning problems.
C) addition problems.
D) math word problems.

Question 38

An important area of special skills instruction for students with learning disabilities that is is

A) strategy instruction.
B) study skills instruction.
C) social skills instruction.
D) All of the above.

Question 39

The first step in applying a strategy instruction approach is to

A) teach students to use metacognitive skills.
B) break down the skills into sequential steps.
C) provide corrective feedback.
D) plan the pace of the lesson to be presented.

Question 40

Small-group instruction, response signals, choral responding, and corrective feedback are components of

A) whole language instruction.
B) direct instruction.
C) task analysis.
D) strategy instruction.

Question 41

What is strategy instruction? Give examples. What are the arguments for and against its use with students with learning disabilities?

Question 42

Describe adaptations for classroom lectures that would be appropriate for students with learning disabilities.

Question 43

What is reading fluency, and what is the nature of interventions to improve reading fluency?

Question 44

What is direct instruction and why is it used? Include a brief summary of the steps for direct instruction in your response.