Q&A Hero

Q: RTI models are commonly comprised of 4 key components, which include all of the following EXCEPT: A) They provide universal screening to identify students at risk and monitor students' learning over time to determine their level and rate of performance. B) They provide interventions of increasing intensity when students continue to struggle. C) They make important educational decisions based on data. D) They use only special education teachers in this model.

Q: What are some ways to monitor students' comprehension?

Q: Students who are considered special education may be provided services within which tiers? A) 1 and 2 B) 1 and 3 C) 2 and 3 D) 3 and 4

Q: Mrs. Lorena teaches a fifth-grade class and has five students who read several years below grade level. The five students who struggle with reading are hesitant to choose books at their level because they are afraid that others will make fun of them. Mrs. Lorena is frustrated because she knows that these students will never improve their reading ability without multiple enjoyable experiences for reading. What can Mrs. Lorena do to make the "difficult" books more accessible for these older readers?

Q: The intensity of instruction be increased by all of the following choices EXCEPT: A) By reducing group size B) By increasing the amount of instructional time C) By ensuring that the instruction is even more carefully tailored to the student's needs D) By increasing the number of teachers in the room

Q: What is repeated reading and what are some of its benefits?

Q: 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? A) Screening and progress monitoring B) The ratio of students to teachers C) Implementation of effective classroom instructional practices so that all students have an opportunity to learn (Tier 1). D) Provision of secondary intervention when students fall behind (Tier 2)

Q: What guidelines should be considered when assessing a student's reading fluency?

Q: The following are recommendations of IDEIA (2004) EXCEPT: A) IDEIA (2004) recommends but does not require abandoning the IQ-achievement discrepancy criterion. B) IDEIA (2004) recommends that English language learners not take part in the RTI model because instruction has not yet been validated for their population. C) IDEIA (2004) recommends a multi-tiered intervention strategy. D) IDEIA (2004) requires better integration of services between general and special education.

Q: "Getting the Gist" is a strategy that is designed to assist students in: A) Activating their prior knowledge. B) Identifying the main idea of a paragraph. C) Engaging with the text. D) Making predictions about what they"re going to read.

Q: According to the Office of Special Education Programs, the exact prevalence of learning disabilities is unknown, however, the rate is likely between:A) 2%-5%B) 10%-20%C) 46%-50%D) 1%-3%

Q: All of the following statements about previewing are true EXCEPT: A) It helps students activate their prior knowledge. B) It helps students make predictions about what they are going to learn from the passage. C) It can be used in all grade levels. D) It is not recommended for special education or inclusion-based classrooms.

Q: Challenges to implementing an RTI approach include all of the following EXCEPT: A) Questions about who provides the more intensive secondary and tertiary interventions. B) The extent to which validated instructional practices exist in academic areas other than reading. C) Culturally and linguistically diverse students who were under-referred in the past. D) Research-based practices for implementing instruction in other domains beside reading (e.g., math, writing) are less delineated.

Q: The purpose of partner reading is to improve students': A) Decoding skills. B) Accuracy and rate of reading. C) Comprehension skills. D) Implicit understanding of text.

Q: Over the past 30 years, the field of learning disabilities has struggled with the following challenges EXCEPT: A) A decrease of students who have qualified with a learning disability. B) Subjectivity in student referral for services. C) Variation from state to state concerning identification procedures. D) Problematic assessment procedures.

Q: The purpose of a directed reading-thinking activity (DR-TA) is to provide readers with the ability to do all of the following things EXCEPT: A) Determine purposes for reading B) Extract, comprehend, and assimilate information C) Use prediction while reading D) Make decisions independently from evidence gained while reading

Q: In the RTI model, students are first screened: A) Often as early as kindergarten. B) Starting in first grade. C) Once they reach middle school. D) After they show signs of struggling.

Q: When dealing with older students with reading disabilities, all of the following are factors to be considered EXCEPT: A) Secondary students are less eager to succeed as readers than elementary students. B) Older students value choice about what they read. C) Many forms of reading go beyond traditional print; consider technology as a source of text. D) Dedication to reading is the best predictor of reading achievement.

Q: Rolling Hills Elementary does not implement RTI and currently adheres to a traditional method of identifying students with learning disabilities (IQ-achievement discrepancy). Jose is a child who is struggling in reading in the second grade. His teacher refers him for an evaluation and his scores indicate below average performance on an IQ test as well as on an achievement test. Which of the following choices best describes Jose? A) He does not qualify for services based upon the IQ-achievement discrepancy model. B) He does qualify for services based upon the IQ-achievement discrepancy model. C) He will receive intensive Tier 2 support. D) He will receive intensive Tier 3 support.

Q: You are a reading coach and have just stepped into Mrs. Lorena's fifth-grade class. They are divided into groups of four and five students. You hear students being called names like "The Leader," "The Clunk Expert," "The Announcer," and "The Timekeeper." Most likely, Mrs. Lorena's class is engaged in: A) Cooperative learning groups. B) Classwide peer tutoring. C) Reciprocal teaching. D) Attributional training.

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: A) "stop and wait" model B) "wait to fail" model C) "wait to test" model D) "wait for progress" model

Q: The strategies "Previewing," "Click and Clunk," "Getting the Gist," and "Wrap-Up" are all associated with: A) Reciprocal teaching. B) Partner reading. C) Collaborative strategic reading. D) Story mapping.

Q: Since the category of "learning disabilities" was established, the number of students identified with this label has: A) Decreased by 50 percent. B) Decreased by more than 100 percent. C) Increased by more than 100 percent. D) Increased by more than 200 percent.

Q: RAP is an acronym that stands for the following steps: 1. Read a paragraph. 2. Ask yourself, "What were the main ideas and details of this paragraph?" 3. Put the main idea and details in your own words. This series of steps is a strategy used to assist students in: A) Previewing a text. B) Activating background knowledge. C) Recalling the main ideas and specific facts of materials they read. D) Working cooperatively.

Q: Before RTI, the typical method for a student to qualify as having a learning disability was to exhibit a discrepancy between: A) Reading and math ability. B) Oral skills and written skills. C) IQ and achievement. D) Achievement and motivation.

Q: Which of the following is NOT an example of expository text? A) Newspapers B) Social studies text C) Nursery rhymes D) A travel brochure

Q: According to the IDEIA 2004, when determining whether a child has a specific learning disability, which of the follow choices is NOT true? A) The LEA (local education agency) is not required to consider a severe discrepancy between achievement and intellectual ability. B) The LEA (local education agency) may use a process that determines if a student responds to scientific, research-based interventions as part of the evaluation. C) The approaches for students with learning disabilities and behavior problems are similar. D) There must be a severe discrepancy between achievement and intellectual ability.

Q: Text that is designed to explain phenomena or provide information is called: A) Implicit text. B) Explicit text. C) Narrative text. D) Expository text.

Q: Briefly describe, in your own words, the applied behavior analysis cognitive strategy instruction, and social learning theories.

Q: What is the purpose of the "Questioning the Author" technique? A) To increase students' active engagement with the text B) To assist students in previewing a text C) To assist students learning vocabulary relevant to the text D) To assist student in summarizing the text

Q: List 3 of the key practices involved in scaffolding and briefly describe why each is important.

Q: Which of the following choices refers to both the amount and type of reading in which children are engaged? A) Fluent reading B) Wide reading C) Summarization strategy. D) Modeled reading

Q: Briefly describe 3 of the 5 features of cognitive strategy instruction.

Q: "Before reading" activities that include helping students determine what they know already and deciding what they want to learn are part of which strategy? A) POSSE B) K-W-L C) KU-CRL D) Maze strategy

Q: Describe the difference between positive and negative reinforcement. Give an example of each.

Q: Activating background knowledge, preteaching critical vocabulary, generating questions, and finding the main ideas are all considered: A) Fluency strategies. B) Decoding strategies. C) Comprehension strategies. D) Before reading strategies.

Q: What principles must be applied in order to maintain or increase behavior?

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? A) Textually explicit B) Textually implicit C) Scriptually explicit D) Scriptually implicit

Q: All of the following choices are examples of instructional features that incorporate executive functioning EXCEPT: A) Activating prior knowledge B) Relating new learning to existing schemas C) Teaching and monitoring the use of metacognitive strategies D) Decreasing undesirable behavior through consequences

Q: 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? A) Textually explicit B) Textually implicit C) Scripted D) Scriptually implicit

Q: All of the following are general implications for teaching students to use executive functioning EXCEPT: A) Provide cues to students so that they can be guided to the relevant tasks or salient features of the task B) Discourage the activation of schemas C) Have students study the critical feature differences between stimuli when trying to perceive differences D) Have the students use the context to aid in perception

Q: Critical reading involves all of the following skills EXCEPT: A) Drawing logical conclusions B) Verifying factual statements C) Distinguishing between facts and opinions D) Ignoring the author's purpose and focusing only on the text

Q: Which of the following choices is NOT a key practice for scaffolding instruction? A) Initially provide more teacher support and then fade support as a student's proficiency increases. B) Avoid using questions to guide instruction and feedback. C) Increase transfer of independent learning. D) Use diagnostic strategies to inform instruction.

Q: Charlie reads rapidly and without pause. When he comes to the end of the sentence, he often does not use appropriate intonation to signify punctuation. After he finishes reading, he is unable to answer comprehension questions about what he has just read. What interferes most with Charlie's comprehension? A) Charlie has poor decoding skills. B) Charlie has poor sight word recognition skills. C) Charlie has poor comprehension monitoring skills. D) Charlie is not a fluent reader.

Q: Which of the following choices is NOT a component of metacognition? A) An awareness of what skills, strategies, and resources are needed to perform a cognitive task B) The ability to use self-regulatory strategies to monitor the thinking processes C) The ability to undertake fix-up strategies when processing is not going smoothly D) An awareness of your own behavior and which reinforcers works and do not work

Q: Miss Schultz reads the first page of a story to her kindergarten class: "Henry put on his mittens, scarf, and wool sweater. He would have to wear his boots today." She then asks hers class, "What do you think the weather is like in this story?" To answer this question, the children need to do all of the following choices EXCEPT: A) Use implicit information. B) Use their background knowledge. C) Use their ability to form inferences. D) Use explicit information.

Q: Which of the following is NOT a decision we as learners control within the learning process? A) Which stimuli to attend to B) How long information can be stored in our long-term memory C) Whether to rely more on feature analysis or context and prior knowledge D) What is an effective and efficient way to store information for later retrieval

Q: When information can be derived directly from the text, it is referred to as: A) Inferential. B) Textually implicit. C) Textually explicit. D) Reading between the lines.

Q: Which of the following is NOT a specific process in the information-processing system? A) Attention B) Working memory C) Long-term memory D) Executive functioning

Q: Which of the following is used as a "before reading" activity? A) Activate relevant background knowledge B) Summarize the text C) Interpret nonliteral information D) Monitor comprehension

Q: Mr. Cilenti is teaching his first graders how to tell better stories. His class creates stories together as the students engage in interactive dialogue. Mr. Cilenti takes into account each student's suggestion and helps the class come to a consensus about the formation of the plot and characters. As they discuss the outline of the story, Mr. Cilenti takes notes on the overhead projector. Which approach to learning and teaching is most reflected in this method of instruction? A) Applied behavioral analysis B) Cognitive strategy instruction C) Social learning and interactive dialog D) Information-processing theory

Q: Lupe is an eighth grader who has just moved to Boston from Nicaragua. Her class is learning about the 13 colonies. Lupe is a good reader in Spanish and knows English well enough to converse with her friends, but she struggles to comprehend the concepts in the social studies text. She is more comfortable reading the science text because the topics were covered in her science class the year before. The main reason for Lupe's difficulty with the social studies is text most likely: A) Her decoding skills. B) Her fluency skills. C) Her background knowledge. D) Her sight word recognition skills.

Q: Which of the following is NOT an instructional implication of social learning? A) Instruction is designed to facilitate cooperation and mutual respect among students. B) Learning and teaching should be embedded in meaningful and socially relevant activities. C) Instruction should provide opportunities for mediated learning. D) Students' sociocultural backgrounds should have no impact on learning.

Q: Which of the following statements about comprehension is NOT true? A) Reading comprehension is the process of construction meaning by integrating the information provided by an author with a reader's own background knowledge. B) It consists of three elements: the reader, the text, and the purpose for reading. C) It involves complex cognitive skills and strategies with which the reader interacts with the text to construct meaning. D) Reading comprehension is unaffected by low oral language skills.

Q: The following are benefits of productive teacher and student-led conversations: A) Student "talk-time" B) Open-ended questions C) Higher-level thinking D) Removal of undesirable behaviors

Q: What is the essence of reading and the ultimate goal of reading instruction? A) Fluency B) Decoding C) Word identification D) Comprehension

Q: Another concept of the social learning relates to the role of the teacher or expert, who encourages learners by providing temporary and adjustable support as they develop new skills, strategies, and knowledge. This is referred to as: A) Scaffolded instruction. B) Reciprocal teaching. C) Executive functioning D) Retrieval

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: A technique designed to foster comprehension and comprehension monitoring, where the teacher and students take turns leading dialogues that focus on their knowledge of the information they are studying is called: A) Scaffolding. B) Observation. C) Retrieval. D) Reciprocal teaching.

Q: Which of the following choices is the most difficult aspect of reading to assess? A) Reading comprehension B) Fluency C) Phonics D) Phonological awareness

Q: Which of the following statements about social learning and interactive dialog is NOT true? A) Learning is a social event. B) Teachers perform no form of modeling. C) Teachers and students discuss what they are learning. D) Teachers and students discuss how they are going about learning.

Q: Which strategy has students reading texts to younger students? A) Classwide peer tutoring B) Readers' theater C) Prereading plan D) Buddy reading

Q: Teacher- and student-led discussions benefit from all EXCEPT which of the following choices? A) Students occupy the "talk-time" for extended periods of time. B) Teachers ask authentic questions that are linked to the text. C) Teachers promote discussions that highlight a more analytic approach. D) Students have no say in the discussion topic.

Q: All of the following techniques have been identified as effective for increasing reading fluency for struggling readers EXCEPT: A) Repeated reading of a text. B) Reading aloud to model fluent reading while students read along. C) Choral repeated reading. D) Summarizing.

Q: All of the following choices are general guidelines to consider for actively engaging students in learning EXCEPT: A) Work with students to develop strategy steps that they can and will use B) Teach prerequisite skills C) Give vague feedback instead of explicit D) Teach strategy generalization

Q: What level of text should be used for repeated reading? A) The level at which the student has 50 percent word recognition B) Any level as long as it engages the student C) Independent to instructional level D) A level within the zone of proximal development

Q: All of the following choices are true about the strategy of verbalization EXCEPT: A) It is a common feature of cognitive strategy instruction. B) Covert verbalization is used before overt verbalization. C) Verbalization can be used as a form of self-monitoring. D) Students can be more active participants in their learning using verbalization.

Q: How long should fluency practice sessions generally be?A) 5 - 10 minutesB) 10 - 15 minutesC) 15 - 20 minutesD) At least 25 minutes

Q: Mr. Chan teaches the students in his sixth-grade language arts class to edit by demonstrating how he edits a paragraph that he has written. He reads a paragraph out loud and stops after every sentence to ask himself if the sentence makes sense. He tells the students that he is looking for spelling and grammatical errors. Lastly, he explains that he skims the paragraph backwards to make sure that there are no mistakes that he has missed. Which strategy is Mr. Chan using to teach his students editing? A) Guided instruction B) Shaping C) The Premack Principle D) Modeling

Q: Mr. Sampson reads a story aloud to his kindergarten students for 20 minutes each day. Which of the following is NOT a reason for this activity? A) He wants to provide a model of fluent reading. B) He wants to provide opportunities for discussions concerning the content of the book. C) He wants to provide students with an opportunity to apply the word recognition strategies that they have been learning. D) He wants students to be exposed to books that they otherwise might not encounter.

Q: Students are taught a strategy to try to decipher unfamiliar words that they read. Their teacher gives them a list of questions to help them figure out new words. The questions include: "Does the word have any parts that I recognize?" "Is the word a noun or a verb?" "Are their clues in the sentence to help me understand the word?" Their teacher does all EXCEPT which of the following choices? A) Uses cognitive strategy instruction B) Teaches her students reflective thinking C) Teaches her students self-regulation D) Uses positive reinforcement

Q: Which of the following fluency measures has leveled reading passages for assessing fluency for kindergarten through sixth grade? A) DIBELS B) TOSWRF C) DISSECT D) GRASP

Q: Students who have difficulty maintaining appropriate behavior can be helped through: A) Peer monitoring and support. B) Group contingencies. C) Verbalization. D) Modeling.

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: All of the following are directly associated with cognitive strategy instruction EXCEPT: A) Cognitive modeling. B) Strategy steps. C) Positive reinforcement. D) Verbalization.

Q: Which of the following choices refers to the quick, effortless, and accurate reading of words? A) Automaticity B) Fluency C) WCPM D) Accuracy

Q: For the teacher, the first stage of cognitive strategy instruction is: A) Covert verbalization. B) Identification of the steps of a task. C) Overt verbalization. D) Self-talk.

Q: Sheila is a second grader who read 60 words during a one-minute sample and made 7 errors. What is her WCPM? A) 60 B) 67 C) 53 D) 46

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

Q: Tony is a second grader and has just read two passages for progress monitoring fluency. He read 75 words on the first passage and made five errors. He read 87 words on the second passage and made seven errors. What is fluency score for these two passages? A) 70 B) 75 C) 80 D) 85