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Question
How does language development affect a student's ability to learn math? Name two ways a teacher can help students who have language problems.Answer
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Related questions
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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
Q:
Figurative language includes which of the following components of language?
A) Similes
B) Syntax
C) Nouns
D) Adjectives
Q:
Difficulties with traditional math curricula have included all of the following EXCEPT:
A) The reading vocabulary is too difficult and the reading level is too high.
B) Too many applied problems and not enough that focus on basic computation.
C) The sequencing of material presented is poor.
D) There is too much variance in the formatting of the pages.
Q:
Which of the following instructional procedures emphasizes self-instruction and relies on the use of internalized language to facilitate the problem-solving process?
A) Cognitive behavior modification
B) Constant time delay
C) Behavioral learning
D) Discovery learning
Q:
"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
Q:
Students with learning disabilities struggle with story problems in mathematics because they have difficulty with all of the following choices EXCEPT:
A) Reading.
B) Problem solving.
C) Classifying.
D) Logical reasoning.
Q:
Describe three ways that special educators collaborate with general education teachers.
Q:
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.
Q:
Bobby is a third grader with learning disabilities. He is asked to write a grocery list and then predict how much a dozen eggs, a gallon of milk, and three apples would cost. He said $50.00. Bobby has poor skills in:
A) Computation.
B) Estimation.
C) Regrouping.
D) One-to-one correspondence.
Q:
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?
Q:
Kendra is a kindergarten student who is asked to sort food by fruits and vegetables and then asked to sort those groups by size. After that, she has to make a list of how many items are in each pile. This activity involves all of the following skills EXCEPT:
A) Classification
B) Seriation
C) Estimation
D) Basic counting
Q:
An IFSP may include all of the following choices EXCEPT:
A) A description of the student's level of functioning across the developmental areas.
B) An IQ assessment.
C) A designated case manager.
D) Specific information on the start and duration of the intervention.
Q:
Mrs. Fleming is a preschool teacher who uses every opportunity to teach students the relationship between number words (e.g., one, two, three, four) and objects. For example, "Here are two paintbrushes: one for you and one for Madju." "There are six students in our group, and we need a book for each student." Which prenumber skill is she focusing on in these conversations?
A) Seriation
B) One-to-one correspondence
C) Classification
D) Numeration
Q:
Dembinski & Mauser (1977) conducted a survey of 200 families of children with learning disabilities and results showed that families want all of the following EXCEPT:
A) Communication without jargon.
B) Conferences to accommodate all family members.
C) Written reports about their child.
D) Daily phone calls.
Q:
All of the following choices are ways in which families might initiate an unplanned conference EXCEPT:
A) Calling the teacher
B) Showing up to the school
C) Scheduling a conference with very little notice
D) Contacting a teacher via social networking site
Q:
What is CBM for math?
A) A way of documenting the extent to which the student is learning the critical elements in the targeted curriculum.
B) A strategy to review mathematical facts.
C) A way to justify and explain the operations of solving word problems.
D) A standardized math assessment that is administered once a year.
Q:
Which of the following questions is NOT an example of an open question?
A) What do you think might be happening?
B) Are you pleased with your son's progress this year?
C) How do you interpret it?
D) How does this relate to his behavior at home?
Q:
According to a report by the National Research Council (2001), "strategic competence" is a part of mathematical proficiency that refers to:
A) The understanding of mathematic concepts and operations.
B) The ability to accurately and efficiently conduct operations and mathematics practices.
C) The ability to formulate and conduct mathematical problems.
D) Thinking about, explaining, and justifying mathematical work.
Q:
Linda, a speech-language pathologist, has just evaluated a second-grade child and determined that the child has an expressive and receptive language disorder. When she meets with the child's parents to explain the findings, the parents disagree and say that the child speaks well at home. Linda immediately argues with the parents that the test scores are valid and it is essential that the child be placed in speech and language therapy. In what way is Linda communicating poorly with the parents?
A) She is not demonstrating respect for the parents' knowledge and understanding of their child.
B) She is giving the parents an opportunity to speak or be heard.
C) She is using closed questions.
D) She is not staying directed and on topic.
Q:
To practice using percentages, Ms. Rocchino had her students record their spending habits in an Excel spreadsheet. Each time a student bought something, they had to record the purchase under the appropriate category (e.g., food, clothes, entertainment). At the end of the month, the students needed to figure out the percentage of their spending for each of these categories. This activity is based on which principle of instruction?
A) Situated cognition
B) Goal setting
C) Behavior modification
D) Schema theory
Q:
If a student is not succeeding with one approach or program, the teacher should
A) Refer the student for a full evaluation.
B) Provide extra homework for practice.
C) Place the student in tier 3 instruction.
D) Change the approach or program.
Q:
Students in Mr. Roskey's class were given a worksheet to identify the missing number in a sequence. Mr. Roskey told the students to do only the first problem. After they completed the first problem, they were to check it and make any necessary changes. If they thought that their answer to problem one was correct, they were to put a small check by the answer. If they thought that it was incorrect, they should mark a small "i" next to the answer. By this activity, Mr. Roskey is teaching his students to:
A) Edit their work.
B) Check their work and monitor their errors.
C) Complete problems quickly and efficiently.
D) Ask him questions when they do not know the answer.
Q:
Which of the following statements about paraprofessionals is NOT true?
A) They may assist a student with special needs in the classroom.
B) They are often supervised by special education teachers.
C) They are always certified teachers.
D) They often participate in planning, implementing, and evaluating a student's progress.
Q:
Which of the following choices is NOT one of the deficits that can hinder math acquisition?
A) Sensory and motor ability (gross and fine motor skills)
B) Education factors (quality and amount of instruction)
C) Self-regulation factors (persistence, attitude toward math, and math anxiety)
D) Neuropsychological patterns (perception and visual spatial skills)
Q:
All of the following statements are benefits of consultation and collaboration EXCEPT:
A) Reduced mislabeling of students as disabled
B) Better understanding across education disciplines
C) Suitability in meeting the needs of secondary school students
D) Increased time for lesson planning
Q:
A potential misuse and perceived drawback of collaboration and consultation includes all of the follow statements EXCEPT:
A) Excessive caseload management of special education teachers.
B) The guarantee that the programs will be effective.
C) Inadequate support and cooperation from classroom teachers.
D) Unrealistic expectations for change and social acceptance.
Q:
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
Q:
Which of the following is NOT one of the most common factors in preventing homework success for students?
A) Problems forgetting to bring materials to and from school.
B) Inaccurately recording homework assignments.
C) Having a detailed plan for completing assignments at school and at home.
D) Procrastinating completion of work.
Q:
Social skills that students with learning and behavior disorders frequently need to be taught include all of the following EXCEPT:
A) Body language.
B) Greetings.
C) Remaining quiet during conversation.
D) Giving and receiving feedback.
Q:
The Circle of Friends intervention has been evaluated by 6"12 year old students with emotional and behavioral disorders. Which of the following choices is NOT a purpose of Circle of Friends?
A) Establish a supportive meeting each week.
B) Provide opportunities for peers to learn to interact.
C) Support their fellow students with emotional or behavioral problems.
D) Help students develop long-lasting friendships.