THE NEW CURRICULUM REVIEWER
1. Which of the following high school students with
disabilities is likely to have the most significant difficulty with reading
comprehension?
b. a student
with Asperger syndrome who has above-average intelligence but impaired language
skills in the area of pragmatics
c. a student
with a communication disorder who has good receptive language skills but uses a
communication board to produce speech
d. a student
with cerebral palsy who has average intelligence but great difficulty grasping
and manipulating books
2. An eleventh-grade student with dyslexia has received
intensive reading interventions and is progressing well toward achieving some
grade-level goals. However, she continues to be uninterested and unmotivated to
read voluntarily and has limited exposure to quality adolescent fiction and
grade-level vocabulary. Which strategies will likely be most effective in
addressing the student's demonstrated needs?
a. locating
free secondhand books to give her to use for independent reading at home
b. arranging
for her to attend a presentation by the school's library media specialist about
various resources available in the library
c. partnering
her with a peer who is an advanced reader to complete reading assignments
3. A high school history teacher consults with the school's
special education teacher about strategies for addressing the reading needs of
several students with learning disabilities in her history classes. The special
education teacher suggests that she teach the students a particular note-taking
strategy to use with class reading assignments. The special education teacher
then explains and models the note-taking process for her. Which additional
steps would best promote the history teacher's success in teaching the technique
to students?
a. recommending
that she reflect daily in a teaching journal on the effectiveness of the
strategy
b. providing her with support and feedback as she implements the strategy in the classroom
c. encouraging
her to apply the strategy to her independent reading before implementing it
with students
d. giving her
articles that provide research-based documentation on the validity of the
strategy
4. A special education teacher is working on basic literacy
skills with an eleventh grader with a mild intellectual disability who has
limited phonemic-awareness skills in English and her home language. Which of
the following considerations would be most important for the teacher to consider
when planning phonemic-awareness instruction for the student?
a. The
student needs to achieve a high level of English proficiency before developing
phonemic awareness in English.
b. The
student will be able to develop phonemic awareness in English once she has
fully developed phonemic awareness in her home language.
c. The
student may be able to draw on her knowledge of the home language to facilitate
her English literacy development.
5. A seventh-grade student with a learning disability makes
many spelling errors in writing. Which of the following interventions is likely
to effectively address this student's spelling needs?
a. prompting
the student to visualize and then spell aloud the letters in a word
b. supporting
the student's broad reading of a variety of texts written at the student's
independent reading level
c. giving the
student detailed corrective feedback on each misspelled word
d. providing the student with explicit instruction in phonics and syllabication skills
6. Which of the following areas of reading development is
considered an essential component of effective reading instruction for both
beginning and older struggling readers?
b. literary
analysis
c. academic-language
development
d. research
skills
7. A special education teacher meets with two ninth-grade
students with reading disabilities. Their science class is about to begin a
unit on weather, and the students will soon start reading a new chapter in
their textbook. The special education teacher wants to help the students
understand the chapter. Which of the following would be the best initial activity for this purpose?
a. talking with the students about their relevant background knowledge and experiences
b. helping
the students create a glossary of the terms they are likely to encounter as
they read
c. having the
students locate and bookmark Web sites that may be useful
d. reviewing
with the student typical ways in which science texts organize and present
information
8. Wide and varied independent reading promotes adolescents'
reading achievement primarily by:
a. enhancing their vocabulary knowledge and academic language.
b. increasing
their motivation to perform well in class and on assessments.
c. facilitating
their use of a variety of comprehension strategies and skills.
d. developing
their awareness of differences between oral and written language.
9. A special education teacher is helping ninth-grade
students with disabilities who are struggling readers prepare for a biology
lesson on invertebrates. The teacher introduces vital vocabulary words (e.g., echinoderm, arthropod, mollusk) and
explains the meaning of each word. Which of the following steps would be most
effective for the teacher to take next to develop the student’s understanding
of the words?
a. asking the
students to look up the definitions of the words in a dictionary
b. prompting
the students to practice pronouncing and spelling the words
c. having the
students locate the words in a science text that contains them
d. providing the students with examples and non-examples of each word
10. An eleventh-grade student with a specific learning
disability in basic reading skills has good listening comprehension skills but
has extreme difficulty decoding printed text, which impairs his reading
comprehension. Providing the student with access to and instruction in which of
the following types of assistive technology is likely to best address his
academic learning needs?
a. captioned/subtitled
media
c. variable
speed recording
d. voice
recognition software
11. A tenth-grade student with ADHD has difficulty organizing
her ideas in writing. Which interventions will likely be most effective in
improving students’ writing skills?
a. providing
the student with opportunities to discuss her ideas with a teacher or peers to
help her clarify and elaborate her thoughts
b. engaging
the student in prewriting activities in which she brainstorms lists of words
and phrases related to the topic of a writing assignment
d. having the
student free write in a journal about her ideas on the topic of a writing
assignment before beginning to write
12. An eighth-grade student with a specific learning
disability in reading has developed decoding skills but has difficulty
comprehending what she reads because her task is slow and laborious. The
student will likely benefit most from a reading intervention designed to
improve her skills in which of the following areas?
a. automaticity in word recognition
b. higher-order
thinking skills
c. accuracy
in word identification
d. phonemic-awareness
skills
13. A special education teacher uses a reciprocal teaching
approach with a small group of struggling readers. The teacher begins by
leading a dialogue about the content of a given text and modeling four reading
strategies: making predictions, generating questions, clarifying meaning, and
summarizing information. Over time, as the students become familiar with this
approach, the teacher has them take over leadership of the discussions. This
approach illustrates which of the following elements of effective reading
instruction?
a. promoting
habits of wide and varied independent reading
b. connecting
reading to individual students' daily lives
c. encouraging
self-assessment of one's reading progress
d. scaffolding
students' development of reading skills
14. A ninth-grade student receives special education services
due to learning disabilities. In geography class, the student has difficulty
locating geographic formations on maps. His special education teacher plans an
activity during which the student will identify the Allegheny Mountains on a
map of Pennsylvania. First, the teacher cues the student to find the Allegheny
Mountains on the map. Then the teacher waits ten seconds for him to respond.
When he does not, the teacher describes how to find the Allegheny Mountains on
the map. When the student still does not respond, which of the following
prompts should the teacher use next?
a. pointing
to the Allegheny Mountains on the map
b. physically
guiding the student through finding the Allegheny Mountains on the map
c. giving the
student a checklist of steps for finding the Allegheny Mountains on the map
d. modeling finding the Allegheny Mountains on the map
15. According to recent research, peer tutoring of secondary
students with mild intellectual disabilities is most effective when peer tutors
participate in which of the following activities before they begin tutoring?
a. observing
experienced peer tutors as they work with students
b. discussing
their expectations and concerns with a teacher
c. receiving training from a
teacher in explicit instructional strategies
d. learning
about the causes and effects of mild intellectual disabilities
16. A ninth-grade student with ADHD generally comprehends
content while reading his content-area textbooks but has significant difficulty
retaining and retrieving information after reading. The student would likely
benefit most from instruction in which of the following strategies?
a. recognizing
the organizational structure of a text
b. asking
himself questions about what he has read
c. using
context clues to determine word meanings
d. frequently pauses to paraphrase what he has read
17. In preparation for an upcoming statewide standards-based
assessment, a special education teacher provides direct instruction in
test-taking strategies to a small group of students with specific learning
disabilities. Which instructional activities would most effectively help the
students build confidence and fluency in the test-taking methods they have
learned?
b. offering a
reward to the student whose score on the standards-based assessment shows the most
significant improvement
c. encouraging
the students to use the strategies on tests and quizzes in their general
education classes
d. creating
acronyms that will help the students recall critical elements of each strategy
18. A special education teacher works with seventh- and
eighth-grade students on money-handling skills such as counting money and
making changes for given amounts of money. Which teaching strategies effectively
enable students to understand and apply these math skills?
a. having
students play board games regularly that require them to use money-handling
skills
c. bringing
in various containers with a mixture of coins and bills and asking the students
to separate the different coins and bills
d. designing
class and homework sheets that require students to add sums of various coins
and determine the correct change to purchase a given item
19. A special education teacher has been teaching learning
strategies to a tenth-grade student with a learning disability. The teacher
could best facilitate the student's generalization of these strategies to her
content-area assignments by:
a. developing
a series of fill-in-the-blank and matching exercises that ask the student to
link a type of assignment with an appropriate learning strategy.
c. develop a
notebook for the student that contains examples of content-area assignments
annotated with appropriate learning strategies.
d. asking the
student's content-area teachers to include students' use of learning strategies
as one of their standard grading criteria.
20. An eighth grader with a learning disability has mathematical
reasoning and problem-solving difficulty. He receives instruction from the
special education teacher for 30 minutes each school day to address this need.
Which strategies for closing each session would best support the student's
development of the targeted skills?
a. having the student verbalize the concepts he has learned during the session
b. assigning
the student a problem like those presented in the session to solve for
homework
c. giving the student a brief multiple-choice quiz on the material covered in the session
d. providing the student with a copy of the lesson plan the teacher followed during the session
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