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Dyslexia and Reading Disabilities Exam Questions with Solutions, Exams of Nursing

Saint Petersburg College (SPC)Nursing

A series of multiple-choice questions on dyslexia, reading disabilities, and special education. It covers phonological awareness, reading comprehension, assessment, and ethical considerations for educators and therapists working with students with learning disabilities. The questions address reading intervention, diagnostic tools, and legal frameworks relevant to special education, providing an overview of key concepts. This resource is valuable for educators, therapists, and students studying special education, offering insights into best practices and current research. It serves as a tool for self-assessment and review of essential concepts in special education and reading disabilities. Structured as questions and answers, it's easy to navigate and use for study.

Typology: Exams

2024/2025

Available from 06/07/2025

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1 | / | 67
CALT | AR | NEWEST | EXAM | WITH | ACCURATE |
DETAILED | SOLUTIONS
1. Which | of | the | following | is | not | a | feature | of | Chall's | Pre-reading | Stage, | ages |
6 | months | to | 6 | years?: | Sound | symbol | association
2. A | phoneme | is...: | Smallest | Unit | of | sound | in | a | spoken | word
3. A | middle | school | student | is | unfamiliar | with | the | meaning | of | the | word |
an- | thropomorphic. | What | linguistic | knowledge | would | best | enable | the |
student | to | understand | this | word?: | morphology
4. What | is | the | rationale | for | teaching | pragmatics | through | the | use | of | oral |
lan- | guage | to | prepare | students | to | comprehend | text?: | Teaching | pragmatics |
through | oral | language | may | positively | impact | a | student's | understanding | of |
implied | meaning | in | written | language.
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Download Dyslexia and Reading Disabilities Exam Questions with Solutions and more Exams Nursing in PDF only on Docsity!

1 | / | 67

CALT | AR | NEWEST | EXAM | WITH | ACCURATE |

DETAILED | SOLUTIONS

  1. Which | of | the | following | is | not | a | feature | of | Chall's | Pre-reading | Stage, | ages | 6 | months | to | 6 | years?: | Sound | symbol | association
  2. A | phoneme | is...: | Smallest | Unit | of | sound | in | a | spoken | word
  3. A | middle | school | student | is | unfamiliar | with | the | meaning | of | the | word | an- | thropomorphic. | What | linguistic | knowledge | would | best | enable | the | student | to | understand | this | word?: | morphology
  4. What | is | the | rationale | for | teaching | pragmatics | through | the | use | of | oral | lan- | guage | to | prepare | students | to | comprehend | text?: | Teaching | pragmatics | through | oral | language | may | positively | impact | a | student's | understanding | of | implied | meaning | in | written | language.

2 | / | 67

  1. Greek: | Eu | chloro | ile | ine | ice | cian | ciant
  2. In | which | group | do | all | the | words | contain | three | speech | sounds?: | night | through | sawed
  3. Current | research | regarding | the | brain | and | developmental | dyslexia | has | led | to | the | conclusion | that...: | a | "glitch" | may | have | taken | place | during | fetal | development
  4. An | individual | with | dyslexia | might | experience | delays | in | social | development | as | demonstrated | by: | a | lack | of | good | judgment | -the | inability | to | stick | with | a | game -erratic | emotional | behavior
  5. A | student | who | learns | better | from | a | lecture/class | discussion | rather | than | from | the | printed | page | is: | a | poor | visual | learner

4 | / | 67 | disability | does | not | include: | a | prescription | for | a | specific | intervention

  1. A | brief | assessment | that | identifies | students | who | may | need | additional | test- | ing | or | alternative | instruction | is | known | as: | informal | screening
  2. The | Conner's | Rating | Scales | are | used | to | measure: | Attention | Deficit | Hyperac- | tivity | Disorder
  3. A | person | who | has | a | history | of | having- | or | is | regarded | as | having | an | impair- | ment | that | significantly | limits | one | or | more | of | life's | major | functions | 42 | U.S.C. | 12102 | (2) | is | entitled | to | benefits | under: | Both | Section | 504 | and | IDEA
  4. According | to | the | National | Reading | Panel | Report | (2000) | which | of | the | fol- | lowing | represents | the | strongest | indication | of | a | reading | disability?: | A | deficit | in | phonology

5 | / | 67

  1. Prior|to|a|formal|or|informal|hearing|by|the|Ethics|and|Grievances|commit- | tee| against| a| member| or| student| member| of| ALTA| the| member| shall| be| advised | of|the|specifics|of|the|complaint|no|less|than | | days|prior|to|the|date|set|for | the | hearing.: | 15
  2. An | IMSLEC | & | ALTA | therapist | shall | do | which | of | the | following..: | Neither | give | or | receive | a | commission | rebate | or | any | other | form | of | remuneration | for | the | referral | of | students | for | therapy. | Strive | for | continued | professional | growth. | Not | engage | in | the | diagnosis | or | medical | treatment | of | dyslexia | unless | otherwise | qualified | to | do | so.
  3. Your | private | student | has | reached | all | of | the | benchmarks | you | have | ad- | ministered | throughout | the | curriculum. | His | parents | want | you | to | recommend | placement | for | the | coming | school | year. | You | should..: | Give | parents | documenta- | tion | of | the | services | he | has | received | from | you | and | discuss |

7 | / | 67 not | yet | fully | qualified

  1. A | recall | item | requires | the | examinee | to | remember | specific | information. | For | example: | Parts | of | speech | and | sentence | structure | belong | in | which | language | domain?: | Syntax
  2. An | application | item | requires | the | examinee | to | make | use | of | knowledge. | For | example: | These | errors-hav | for | have | and | hors | for | horse- | indicate | a | student | would | benefit | from | instruction | in..: | orthographic | patterns
  3. determine | the | vowel | sound | and | read | the | word., | While | reading | aloud | this | student | misreads | the | word | steep | as | step. | To | meet | the | student's | instructional | needs | the | teacher | should | have | the | student:: | identify | the | syllable | type
  4. Which | of | the | following | consonant | phonemes | require | the | use | of | the | lips | for

8 | / | 67 | articulation?: | /p//m/ | and | /f/

  1. In | addition | to | phonological | processing | which | of | the | following | is | an | essen- | tial | component | of | an | effective | evaluation | for | dyslexia?: | Spelling
  2. The | Individuals | with | Disabilities | Education | Act | enacted | in | 1975 | as | PL 94-142 | was | updated | in | 1990 | and | reauthorized | in | 2004. | Under | IDEA | "Specific | Learning | Disability" | is | an | identifiable | category | of | disability | with | eight | acade- | mic | domains.: | eligibility | for | special | education | and | related | services
  3. The | component | of | phonological | processing | that | includes | the | skills | of | word | retrieval | from | long-term | memory | and | word | recoding | and | has | a | strong | impact | on | reading | fluency | is | phonological | : | naming
  4. Which | subtype | of | executive | function | that | includes | the | capabilities | of | processing | storage | and | retrieval | impacts | the | decoding | difficulty | seen |

10 | / | 67 | be| divided| into| two| syllables.| Finally| he| gave| the| students| syllables| and | asked | them | to | construct | words.: | synthetic | and | analytic | instruction

  1. Controlled | reading| and | spelling | vocabulary| are | characteristics| of::| decod- | able | text- | linguistic | programs | - | an | MSL | program
  2. Repeating | prior | information | in | a | multisensory | structured | language | pro- | gram | is | essential | to | ensure | which | of | the | following?: | automaticity
  3. Which | prominent | names | are | closely | associated | with | research | on | phono- | logical | awareness?: | Isabelle | Liberman
  4. Scientifically | based | research | is...: | is | replicated | and | longitudinal
  5. Research | by | NICHD | indicates | that | of | the | students | with | specific | learning | disabilities | receiving | special | education | services:: | 70-80% | have | deficit | in | reading

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  1. Rapid | letter | naming | is | the | key | to | :: | automatic | word | recognition
  2. Decoding | and | encoding | refer | to:: | applying | the | skills | of | analytic | and | synthetic | learning
  3. Recognition | of | the | visual | symbol, | symbol/sound | correspondence | and | blending | sounds | into | a | word | are | all | part | of | :: | decoding
  4. Effective | handwriting | instruction | includes | teaching:: | the | correct | pencil | grip | and | formation | of | each | letter
  5. NICHD: | National | Institute | of | Child | Health | and | Human | Development
  6. ALTA: | Academic | Language | Therapy | Association
  7. IMSLEC: | International | Multisensory | Structured | Education | Council
  8. MSL: | Multisensory | Structured | Language
  9. ALTA | members | shall | maintain | the | highest | standards | of: | Integrity-

13 | / | 67 time | and | use | of | materials | and | difficulty | narrowing | a | topic: | executive | function | difficul- | ties

  1. A | reading | comprehension | strategy | Question, | Read, | Recite, | Review: | SQ3R:
  2. Equipment | or | products | used | by | individuals | with | disabilities | to | improve | functioning | in: | assistive | technology
  3. Federal | legislation | through | which | services | can | be | provided | for | students | with | disabilities | who | are | performing | well | and | who | no | longer | need | special | education | or | related | services | but | instead | need | only | reasonable | accommoda- | tions: | Section | 504
  4. Free | and | Appropriate | Education: | FAPE

14 | / | 67

  1. Federal | law | that | protects | the | rights | of | people | with | disabilities: | Americans | with | Disabilities | Act | (ADA)
  2. For| special| education| students,|guarantees| educational| rights,|federal | funding | provided, | free | appropriate | education | (FAPE), | and | least | restrictive | environment: | Individuals | with | Disabilities | Education | Act | (IDEA)

16 | / | 67

  1. Using | carefully | planned | questions, | the | student | is | led | to | discover | the | new | concept | Socratic | technique: | Discovery | learning
  2. A | check | list | designed | to | help | students | provide | for | themselves | the | con- | ditions | which | are | most | conducive | to | their | comfort, | accuracy, | sustained | en- | durance, | and | legibility: | WOW | - | Watch | Our | Writing
  3. A|multisensory|procedure|for|teaching|word|spelling|which|is|based|on|the | Orton- | Gillingham-Childs | techniques. | The | student | perceives | each | letter | through | all | avenues | of | learning | simultaneously: | SOS | - | Save | Our | Spelling
  4. Part | (letters) | to | whole | words | (bottom | up): | Synthetic | approach
  5. Whole | to | part | (Top-Down): | analytical | approach
  6. Readers | simultaneously | initiate | word | identification | and | predict | mean- | ing----these | are | reciprocal | events: | Interactive | Theory

17 | / | 67

  1. Emphasis | on | the | subprocesses | of | the | reading | act | and | its | contention | that | many | of | these | subprocesses, | such | as | letter | and | word | identification, | must | become | automatic | in | order | for | readers | to | be | fluent.: | Bottom-Up | Theory
  2. Kenneth | Goodman | and | Frank | Smith-language | is | irregular, | teaching | phon- | ics | amounts | to | no | more | than | guessing: | psycholinguistic | guessing | game
  3. Goodman | and | Smith: | Top-Down | theory
  4. Visual, | Auditory, | Kinesthetic/ | Tactile: | VAKT
  5. Direct, | purposeful | instruction: | Explicit | instruction
  6. Teaching | with | a | logical | order | of | introduction | of | concepts | that | progress | from | easiest | to | more | difficult: | Systematic | and | cumulative |

19 | / | 67

  1. Keenness | of | thought | or | vision: | Acuity
  2. The | use | of | semantic | and | syntactic | clues | to | aid | in | completing | sentences: | - Cloze | Procedure
  3. What | are | the | three | Primary | reasons | of | poor | reading?: | Difficulty | decoding, | inaccurate | word | recognition | insufficient | reading | fluency | - | due | to | lack | of | knowledge | of | phonics, | morphology | and | words | by | sight
  4. Reading | - | Language | comprehension | subskills | are | like | strands | of | a | rope, | but | they | converge; | many | skills | are | woven | into | skilled | reading Language | Comprehension background | knowledge, | vocabulary | knowledge, | language | structures, | verbal | reasoning

20 | / | 67 Word | Recognition: | Scarborough's | Reading | Rope

  1. What | are | the | problems | with | age/grade | equivalents?: | highly | unreliable.
  2. Brief | achievement | test | measuring | reading | recognition, | spelling, | arithmetic | computation | -: | WRAT | - | Wide | Range | Achievement | Test
  3. Comprehensive | assessment | of | a | child's | early | literacy | fundamentals | that | are | predictive | of | future | reading | success: | PALS | - | Phonological | Awareness | Liter- | acy | Screening
  4. An | informal, | diagnostic, | individually | administered | assessment | tool | to | help | teachers | determine | the | point | of | instruction | for | students | and | to | monitor | progress | in | phonological | awareness | skills.: | PAST | - | Phonological | Awareness
  5. Screening | for | Naming | Letters | / | Phonological | Awareness | /Reading |