Question 1

What are the common reading problems experienced by students with mild disabilities?

Accepted Answer

Students with mild disabilities may experience a range of reading problems, including difficulties with decoding, fluency, comprehension, and retention. Decoding refers to the ability to sound out and recognize words, and students with mild disabilities may struggle with this process, leading to difficulties in reading and understanding text. Fluency, or the ability to read smoothly and at an appropriate pace, can also be a challenge for these students. Comprehension problems may arise due to difficulties in understanding the meaning of the text, making it hard for students to grasp the main ideas and details. Additionally, students with mild disabilities may have trouble retaining information they have read, impacting their ability to recall and apply what they have learned. These reading problems can significantly impact a student's academic performance and overall learning experience. Therefore, it is important for educators to provide targeted support and interventions to help these students improve their reading skills and succeed in their academic pursuits.

Question 2

Which of the following is NOT a common reading problem for students with mild disabilities?

Accepted Answer

A)  They have weak word attack or decoding skills. 
B)  They see words backwards. 
C)  They have weak reading fluency skills. 
D)  They have difficulty with both sentence and passage level comprehension. 
A)  They have weak word attack or decoding skills. 
B)  They see words backwards. 
C)  They have weak reading fluency skills. 
D)  They have difficulty with both sentence and passage level comprehension. B

Question 3

Chall's Stages of Reading provide a vantage point from which the reading difficulties/delays of many students with reading disabilities can be understood. Based on what you know about the reading difficulties of students with mild disabilities, at which of Chall's stages to you think these students get "stuck?" For your answer, name the stage, describe the stage, and provide evidence that supports your argument that students with reading disabilities frequently get stuck at this stage.

Accepted Answer

Based on what I know about the reading difficulties of students with mild disabilities, I believe that these students often get "stuck" at Chall's third stage, which is the "fluency" stage. At this stage, students are able to recognize words quickly and accurately, and their reading becomes more automatic. However, students with reading disabilities often struggle with developing fluency, which can hinder their overall reading comprehension and academic success.

Evidence to support this argument can be found in research studies that have consistently shown that students with reading disabilities often have difficulty with reading fluency. For example, a study published in the Journal of Learning Disabilities found that students with reading disabilities had significantly lower reading fluency scores compared to their peers without disabilities. Additionally, many educators and reading specialists report that students with reading disabilities often struggle to read with speed, accuracy, and expression, which are key components of fluency.

Overall, it is clear that the "fluency" stage of Chall's Stages of Reading is a common point of difficulty for students with mild disabilities, and addressing these challenges is crucial for supporting their reading development.

Question 4

The ability to break a spoken word into phonemes is called ____________________.

Accepted Answer

The answer of The ability to break a spoken word...

Question 5

Phonemic awareness is:

Accepted Answer

A)  another word for phonics. 
B)  a broad term characterizing the ability to manipulate the units of sound in spoken language, which are words, syllables, onset and rime, and individual phonemes. 
C)  a specific term characterizing the ability to manipulate the individual sounds in words. 
D)  specifically the ability to blend phonemes to form a word. 
A)  another word for phonics. 
B)  a broad term characterizing the ability to manipulate the units of sound in spoken language, which are words, syllables, onset and rime, and individual phonemes. 
C)  a specific term characterizing the ability to manipulate the individual sounds in words. 
D)  specifically the ability to blend phonemes to form a word.

Question 6

In Chall's Stage of Reading, children progress through Stage 0 - Prereading between:

Accepted Answer

A)  birth and age 6 
B)  ages 6-7 
C)  ages 7-8 
D)  ages 9-13 
A)  birth and age 6 
B)  ages 6-7 
C)  ages 7-8 
D)  ages 9-13

Question 7

With which of the three models of reading described in this chapter do you most agree - bottom-up, top-down, or interactive? For your answer, describe the model you have selected and explain why you agree with this model more than the others.

Accepted Answer

I most agree with the interactive model

Question 8

What is phonological and what is phonemic awareness? How are these two abilities alike and how are they different?

Accepted Answer

Phonological awareness refers to the abi

Question 9

One of the most frequently used word lists for sight word instruction is the ____________________ Basic Sight Vocabulary list.

Accepted Answer

The answer of One of the most frequently used word...

Question 10

A central tenet of the ____________________ model of reading is that oral reading is essentially translating graphic symbols from print to sound to meaning.

Accepted Answer

The answer of A central tenet of the ____________________ model...

Question 11

The individual sounds in a language are called ____________________.

Accepted Answer

The answer of The individual sounds in a language are...

Question 12

Phonics is:

Accepted Answer

A)  the same concept as phonemic awareness. 
B)  an ineffective strategy used by students to read unknown words. 
C)  the association between sounds and symbols. 
D)  a strategy used to read words as a whole. 
A)  the same concept as phonemic awareness. 
B)  an ineffective strategy used by students to read unknown words. 
C)  the association between sounds and symbols. 
D)  a strategy used to read words as a whole.

Question 13

Which of the following is NOT a tenet of a top-down model of reading?

Accepted Answer

A)  A skilled reader goes directly from print to meaning, without transferring the information to speech. 
B)  Early stages of reading instruction focus on teaching decoding skills, sight words, and connected reading activities to gain meaning. 
C)  Reading is an active process in which the reader uses background knowledge to gain meaning as the text is read. 
D)  Only after decoding skills have become automatic can students begin to focus the majority of attention to the meaning of text. 
A)  A skilled reader goes directly from print to meaning, without transferring the information to speech. 
B)  Early stages of reading instruction focus on teaching decoding skills, sight words, and connected reading activities to gain meaning. 
C)  Reading is an active process in which the reader uses background knowledge to gain meaning as the text is read. 
D)  Only after decoding skills have become automatic can students begin to focus the majority of attention to the meaning of text.

Question 14

Which of the following is NOT a tenet of an interactive model of reading?

Accepted Answer

A)  For students to become proficient in comprehension, they must first be fluent and efficient in decoding. 
B)  Neither the bottom-up model nor the top-down model alone can sufficiently explain the reading process. 
C)  Information is derived from both kinds of processing and combined to determine the most likely interpretation of print. 
D)  Readers may use top-down processing with familiar material; however, they may switch to bottom-up processing when difficulty is encountered. 
A)  For students to become proficient in comprehension, they must first be fluent and efficient in decoding. 
B)  Neither the bottom-up model nor the top-down model alone can sufficiently explain the reading process. 
C)  Information is derived from both kinds of processing and combined to determine the most likely interpretation of print. 
D)  Readers may use top-down processing with familiar material; however, they may switch to bottom-up processing when difficulty is encountered.

Question 15

Characteristics of explicit instruction of reading skills include:

Accepted Answer

A)  teacher modeling. 
B)  guided and independent practice. 
C)  corrective feedback. 
D)  discovery activities. 
A)  teacher modeling. 
B)  guided and independent practice. 
C)  corrective feedback. 
D)  discovery activities.

Question 16

The Wilson Reading System is a commercial reading program based upon the principles of the ____________________ model.

Accepted Answer

The answer of The Wilson Reading System is a commercial...

Question 17

According to Fletcher et al. (2007), ____________________ percent to ____________________ percent of students with learning disabilities have problems with reading.

Accepted Answer

eighty, ni

Question 18

The ability to combine phonemes to form a syllable or word is called ____________________.

Accepted Answer

The answer of The ability to combine phonemes to form...

Question 19

Some reading experts claim that merely ____________________ words account for over 25% of the words that children will encounter in print.

Accepted Answer

The answer of Some reading experts claim that merely ____________________...

Question 20

When reading an unfamiliar polysyllabic word, skilled readers:

Accepted Answer

A)  look at the first letter of the word and use context to make a guess. 
B)  skip the word. 
C)  break the word into chunks or syllables which are individually read and then blended. 
D)  sound each letter in the word and blend them all together. 
A)  look at the first letter of the word and use context to make a guess. 
B)  skip the word. 
C)  break the word into chunks or syllables which are individually read and then blended. 
D)  sound each letter in the word and blend them all together.

What are the common reading problems experienced by students with mild disabilities?

Which of the following is NOT a common reading problem for students with mild disabilities?

The ability to break a spoken word into phonemes is called ____________________.

Phonemic awareness is:

In Chall's Stage of Reading, children progress through Stage 0 - Prereading between:

With which of the three models of reading described in this chapter do you most agree - bottom-up, top-down, or interactive? For your answer, describe the model you have selected and explain why you agree with this model more than the others.

What is phonological and what is phonemic awareness? How are these two abilities alike and how are they different?

One of the most frequently used word lists for sight word instruction is the ____________________ Basic Sight Vocabulary list.

A central tenet of the ____________________ model of reading is that oral reading is essentially translating graphic symbols from print to sound to meaning.

The individual sounds in a language are called ____________________.

Phonics is:

Which of the following is NOT a tenet of a top-down model of reading?

Which of the following is NOT a tenet of an interactive model of reading?

Characteristics of explicit instruction of reading skills include:

The Wilson Reading System is a commercial reading program based upon the principles of the ____________________ model.

According to Fletcher et al. (2007), percent to percent of students with learning disabilities have problems with reading.

The ability to combine phonemes to form a syllable or word is called ____________________.

Some reading experts claim that merely ____________________ words account for over 25% of the words that children will encounter in print.

When reading an unfamiliar polysyllabic word, skilled readers:

Providing Special Education to Students With Mild Disabilities

Planning, Teaching, and Monitoring Instruction

Learning Theories: Past and Present

Oral Language: Strategies and Techniques

Later Reading: Strategies and Techniques

Written Language: Strategies and Techniques

Math: Strategies and Techniques

Content Areas: Strategies and Techniques

Organization and Study Skills: Strategies and Techniques

Technology and Teaching

Transitions

Collaboration and Co-Teaching to Enhance Instruction

Working With Families

Filters

Exam 5: Early Reading: Strategies and Techniques

What are the common reading problems experienced by students with mild disabilities?

Which of the following is NOT a common reading problem for students with mild disabilities?

The ability to break a spoken word into phonemes is called ____________________.

Phonemic awareness is:

In Chall's Stage of Reading, children progress through Stage 0 - Prereading between:

With which of the three models of reading described in this chapter do you most agree - bottom-up, top-down, or interactive? For your answer, describe the model you have selected and explain why you agree with this model more than the others.

What is phonological and what is phonemic awareness? How are these two abilities alike and how are they different?

One of the most frequently used word lists for sight word instruction is the ____________________ Basic Sight Vocabulary list.

A central tenet of the ____________________ model of reading is that oral reading is essentially translating graphic symbols from print to sound to meaning.

The individual sounds in a language are called ____________________.

Phonics is:

Which of the following is NOT a tenet of a top-down model of reading?

Which of the following is NOT a tenet of an interactive model of reading?

Characteristics of explicit instruction of reading skills include:

The Wilson Reading System is a commercial reading program based upon the principles of the ____________________ model.

According to Fletcher et al. (2007), ____________________ percent to ____________________ percent of students with learning disabilities have problems with reading.

The ability to combine phonemes to form a syllable or word is called ____________________.

Some reading experts claim that merely ____________________ words account for over 25% of the words that children will encounter in print.

When reading an unfamiliar polysyllabic word, skilled readers:

Providing Special Education to Students With Mild Disabilities

Planning, Teaching, and Monitoring Instruction

Learning Theories: Past and Present

Oral Language: Strategies and Techniques

Later Reading: Strategies and Techniques

Written Language: Strategies and Techniques

Math: Strategies and Techniques

Content Areas: Strategies and Techniques

Organization and Study Skills: Strategies and Techniques

Technology and Teaching

Transitions

Collaboration and Co-Teaching to Enhance Instruction

Working With Families

Filters

According to Fletcher et al. (2007), percent to percent of students with learning disabilities have problems with reading.