At what age do most children walk and say one or more words?
a. 9 months
b. 12 months
c. 15 months
d. 18 months
Ques. 2The defining characteristic of a severe reading disability is a problem
with
a. processing speed.
b. working memory.
c. verbal comprehension.
d. associative word learning.
Ques. 3Which of the following test scores suggest a word finding problem?
a. high score on WISC vocabulary, low score on Peabody Picture Vocabulary Test
b. low scores on both the WISC vocabulary and Peabody Picture Vocabulary Test
c. high score on Peabody Picture Vocabulary Test and high score on Boston Naming Test
d. low score on WISC vocabulary and high score on Boston Naming Test
Ques. 4All four of the following are in third grade. Which student seems to have the most serious reading problem?
a. Anna is reading on a beginning second-grade level. Anna came from a poor family and has spotty attendance. Anna repeated first grade.
b. Frederica is reading on an ending first-grade level. Frederica has not repeated any grades.
c. William, who is reading on an ending first-grade level, repeated kindergarten and has been given lots of help.
d. Hector is reading on a beginning second-grade level. Hector repeated second grade.
Ques. 5A student at Tier 2 of Response to Intervention
a. has been shown to have a significant discrepancy between ability and achievement.
b. is automatically eligible for special education services.
c. is provided with additional support and monitoring beyond that available to all students in the class.
d. is likely the victim of instruction that does not match his or her learning preferences.
Ques. 6Which of the following WISC-V subtests best indicate the ability to form concepts?
a. Similarities and Picture Concepts
b. Block Design and Matrix Reasoning
c. Comprehension and Visual Puzzles
d. Symbol Translation and Coding
Ques. 7One way teachers sometimes address the wide variation in student achievement and skill levels is through the use of team teaching. In team teaching,
a. teachers in a grade level divvy up students into generally homogeneous groups based on achievement level.
b. teachers in a grade level divvy up students into heterogeneous groups, including students at low, average, and high levels of achievement.
c. teachers in a grade level divvy up students into age-related groups, so one teacher might teach the young sixth-graders, and another teacher might teach the older sixth-graders.
d. teachers in a grade level divvy up students based on student personality and interest, which serves as a powerful motivator.
Ques. 8On the WISC-V the best indicator of academic ability is the _____ subtest.
a. Information
b. Vocabulary
c. Comprehension
d. Matrix Reasoning
Ques. 9A low score on ________ on the WISC-V best indicates a need to build background knowledge.
a. Information
b. Vocabulary
c. Comprehension
d. Figure Weights
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