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Question
RTI practices that are responsive to the cultural and linguistic needs of students can assist teachers in determining whether students' progress is related to all of the following choices EXCEPT:A) What they are being taught.
B) Their background experiences.
C) How they are being taught.
D) Where they are being taught.
Answer
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Related questions
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Students with learning disabilities struggle with story problems in mathematics because they have difficulty with all of the following choices EXCEPT:
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Q:
An IFSP may include all of the following choices EXCEPT:
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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?
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The intensity of instruction be increased by all of the following choices EXCEPT:
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What is repeated reading and what are some of its benefits?
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Three schools in the same district have implemented RTI at their schools. Their frameworks for implementing RTI are all different. Which of the following is NOT considered a critical and essential component?
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Q:
Over the past 30 years, the field of learning disabilities has struggled with the following challenges EXCEPT:
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Q:
Traditionally, when students first showed signs of struggling academically or behaviorally, the prevailing approach was to wait and hope that their progress would improve over time. This is often referred to as:
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B) "wait to fail" model
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Q:
Activating background knowledge, preteaching critical vocabulary, generating questions, and finding the main ideas are all considered:
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Q:
Which of the following categories of comprehension refers to information that is not stated in the text, and where readers have to active and use their background knowledge to obtain the information?
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All of the following choices are examples of instructional features that incorporate executive functioning EXCEPT:
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After reading Where the Wild Things Are, Mrs. Lillman asked her students what they thought the boy would dream about next. What type of information will the students need to answer this question?
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B) Textually implicit
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Q:
Which of the following choices is NOT a component of metacognition?
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Q:
Which of the following is used as a "before reading" activity?
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B) Summarize the text
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D) Monitor comprehension
Q:
Which of the following strategies involves matching higher readers with less able readers to practice rereading text and asking and answering questions about text meaning?
A) Peer-supported reading
B) Buddy reading
C) Readers' theater
D) DIBELS
Q:
Johnny is a second grader who continues to sound out many words when he reads and who reads very slowly. He uses so much effort in identifying the words that he frequently misses the main points of the story. He concentrates his effort on unlocking the word rather than on reading the word automatically. Johnny's main barrier to comprehension is his:
A) Background knowledge
B) Fluency
C) Self-monitoring skills
D) Vocabulary knowledge
Q:
When a target behavior transfers across settings, persons, and materials, which stage of learning has been completed?
A) Maintenance
B) Entry
C) Acquisition
D) Generalization