A) The IQ-achievement discrepancy method does not reliably differentiate youth with and without learning disabilities.
B) Youth with significant IQ-achievement discrepancies do not show different patterns of cognitive abilities than youth who fall short of the IQ-achievement discrepancy cutoff.
C) Youth with reading problems who do and who do not show significant IQ-achievement discrepancies show similar outcomes.
D) The IQ-achievement discrepancy method is only a valid means of identifying Specific Learning Disorder, not learning disabilities more generally.
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A) the Individuals with Disabilities Education Improvement Act.
B) the Individuals with Disabilities Education Act.
C) the Education for All Handicapped Children Act.
D) the DSM-5.
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A
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A) Reading
B) Writing
C) Mathematics
D) Oral Language.
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A) Reading disability
B) Mathematics disability
C) Writing disability
D) Oral language disability
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A
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A) children's language skills.
B) children's sensory integration skills.
C) children's visual-spatial skills.
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A) they show significant increases in activity in the right frontal cortex.
B) they participate in whole word reading instruction.
C) they participate in direct instruction in phomemic awareness and phonics.
D) they participate in whole language reading instruction.
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A) Visual cues from the story help children sound out words and determine their meaning.
B) Contextual cues from the story help children sound out words and determine their meaning.
C) Children sound out words and determine whether the word makes sense in the sentence.
D) Children sound out words and determine whether the graphemes associated with the spoken word make sense in the context of the sentence.
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A) Dog-fly
B) amnirate
C) vbrasiuugks
D) incinerate
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A) Basic reading skills
B) Reading fluency skills
C) Reading comprehension skills
D) Writing skills
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A) the ability to receive high quality treatment in early elementary school.
B) the child's level of parental support.
C) the child's IQ.
D) the child's personal resiliency.
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A) Attrition in these studies was very high.
B) Teachers who administered Reading Recovery had more training than teachers in the control group.
C) Reading Recovery shows less efficacy when used with children who have reading problems.
D) Reading Recovery shows less efficacy when used with ethnic minority children who have reading problems.
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D
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A) Use of the counting-on strategy
B) Use of direct retrieval
C) Mathematical problem-solving
D) Awareness of numerosity
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A) children's understanding that spoken language can be broken down into sounds.
B) children's understanding that there is a correspondence between sounds and letters.
C) children's understanding that word-sounds follow organized rules.
D) children's understanding that the visual depiction of words translates in to specific word sounds.
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A) Word reading and reading fluency.
B) Reading comprehension.
C) Written expression.
D) Visual processing or graphemes.
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A) The teacher is using "cooperative learning" to improve reading fluency.
B) The teacher is using "cooperative learning" to improve reading comprehension.
C) The teacher is using "activating background knowledge" to improve reading fluency.
D) The teacher is using "activating background knowledge" to improve reading comprehension.
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