1) a
2) d
3) b
4) Reading fluency is rate and accuracy in reading. Historical interventions have focused on
having students practice reading a piece of text orally several times (called repeated readings).
readings being first modeled by the teacher or a peer, and sometimes, the student just practices improving his or her time and accuracy independently.
Recent interventions focus on
trying to improve not only the rate and accuracy of oral reading, but also on strengthening the ties between fluent reading and comprehension.
teaching of strategies that involve previewing text, summarizing paragraphs, reading with inflection, or monitoring errors to improve not only fluency, but comprehension as well.
5) Arguments that show the effectiveness of direct instruction would fit well as an introduction. The cognitive processes implicated in learning disabilities should be linked to the suitability of direct instruction. Steps for direct instruction are:
Identify specific objectives.
Develop plans to have student meet objectives.
Introduce single concepts in preplanned lessons.
Select multiple examples (such as this is red) and non-examples (this is not red).
Be scrupulous about sequencing skills appropriately and in small steps.
Provide ample practice opportunities (both guided and independent).
6) Answers could include:
Provide an advance organizer.
Provide an outline for lecture notetaking.
Provide questions before the lecture to focus on key points.
Review key vocabulary.
Teach the student what clues to listen for in lectures.
Have the student paraphrase the information periodically.
7) Students should explain that strategy instruction breaks down the skills involved in a task or problem into sequential steps. Students are then taught these steps, often with the help of memory devices. Strategies often require the use of metacognitive skills for evaluation and monitoring.
Arguments for: Use of direct instruction to teach specific skills is appropriate for learning styles of students with learning disabilities; focus on metacognition.
Arguments against: Students with learning disabilities may not be able to generalize the use of these strategies; significant time commitment to teach.
8) Students should provide a brief description of
perception, attention, memory, metacognition, or
organization. The following thumbnail sketches are provided to guide the interpretation of the answer.
Perception is the ability to interpret experiences and organize and utilize this input in a meaningful way.
Attention is critical for learning. Coming to attention, maintaining attention, and attending to appropriate aspects of a task are worth mentioning.
Discussion of memory will include short-term and long-term aspects. Variables of encoding data for short-term storage, retention in short-term for long-term storage, and access of long-term memory would be included here.
Metacognition and organization are closely related factors associated with learning disabilities. Monitoring and effectively using strategies, one of which is organization, are essential for learning. Weaknesses in any aspect of these detract from learning.
9) An introductory or closing statement/disclaimer about the speculative nature of this discussion would be very appropriate. The point: Evidence about specific causes of learning disabilities is in dispute.
Internal factors associated with learning disabilities tend to be brain related and can be a function of developmental delays, genetic structure, and teratogenic reactions
in utero. Variables like diet, chemicals in the environment, and additives have been implicated by a variety of researchers. Students might cite the Feingold diet as an example.
Learning style and home life might be variables that influence a students ability to be successful in school. These factors are associated with motivation, instructional methods, and matching instruction to student needs.
10) The response should mention:
- The RTI process focuses on a students ability to respond to appropriate and evidence-based interventions.
- RTI models are a tiered approach to instruction and assessment
- Progress-monitoring is an important component of RTI models
- Tier 1 an evidence-based core curriculum is provided to all students in the general education classroom.
- Tier 2 Those students are not successful will receive supplemental, small-group instruction (about 15)
- Tier 3 Those who are not successful in Tier 2 may be identified as needing special education services, however this tier focuses on the provision of intensive, individualized services.
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