Pre-Learning Self-Assessment
Test your knowledge with this True & False quiz before starting the module.
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Question 1 of 8
1. Question
Learning Disabilities (LDs) that impact reading are predominantly characterized by letter reversals and blending challenges.
Correct
Students with LDs may have difficulties in any of the processing areas (i.e. phonological processing, language processing, visual-spatial processing, memory, processing speed, attention, or executive functioning), all of which can impact reading abilities. In order to understand the nature of a student’s reading difficulties, it is important to familiarize yourself with their psychoeducational report and IEP.
Incorrect
Students with LDs may have difficulties in any of the processing areas (i.e. phonological processing, language processing, visual-spatial processing, memory, processing speed, attention, or executive functioning), all of which can impact reading abilities. In order to understand the nature of a student’s reading difficulties, it is important to familiarize yourself with their psychoeducational report and IEP.
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Question 2 of 8
2. Question
Students need to know decoding and word identification strategies before they can develop vocabulary and comprehension.
Correct
Students with LDs often struggle with decoding and word reading. While they should received intensive support to develop these skills, they should also be given opportunities to build their vocabulary and comprehension.
Incorrect
Students with LDs often struggle with decoding and word reading. While they should received intensive support to develop these skills, they should also be given opportunities to build their vocabulary and comprehension.
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Question 3 of 8
3. Question
Vocabulary knowledge is one of the key factors that directly determines reading comprehension ability.
Correct
TRUE (Stanovich, 1986)
As such, explicit vocabulary instruction is critically important for students with LDs, both in the primary division and in the higher grades.Incorrect
TRUE (Stanovich, 1986)
As such, explicit vocabulary instruction is critically important for students with LDs, both in the primary division and in the higher grades. -
Question 4 of 8
4. Question
For students with LDs, whole word approaches are more effective than phonics approaches.
Correct
No two LDs are the same; therefore, an approach that works for one student will not necessarily be best for another student. Effective reading programs take a balanced approach and offer students opportunities to concurrently practice decoding, word reading, fluency, vocabulary, and comprehension.
Incorrect
No two LDs are the same; therefore, an approach that works for one student will not necessarily be best for another student. Effective reading programs take a balanced approach and offer students opportunities to concurrently practice decoding, word reading, fluency, vocabulary, and comprehension.
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Question 5 of 8
5. Question
If I teach word identification skills, students will naturally gain fluency in their reading.
Correct
Students also need opportunities to practice fluent reading, and this is an integral part of any balanced reading program.
Incorrect
Students also need opportunities to practice fluent reading, and this is an integral part of any balanced reading program.
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Question 6 of 8
6. Question
Repeated Reading and Guided Reading are effective strategies for developing fluency.
Correct
TRUE (National Reading Panel, 2000)
Round-robin reading and silent reading, on the other hand, are not shown to improve students’ reading fluency.Incorrect
TRUE (National Reading Panel, 2000)
Round-robin reading and silent reading, on the other hand, are not shown to improve students’ reading fluency. -
Question 7 of 8
7. Question
For students with LDs, there is a significant correlation between reading and writing abilities.
Correct
TRUE (Chan et al, 2006; Loban, 1976; Resnick, 1984)
In fact, this is true for all students, not just those with reading challenges. As such, effective reading programs should also some writing instruction.Incorrect
TRUE (Chan et al, 2006; Loban, 1976; Resnick, 1984)
In fact, this is true for all students, not just those with reading challenges. As such, effective reading programs should also some writing instruction. -
Question 8 of 8
8. Question
Reading interventions begun at Grade 3 are much less likely to succeed than early interventions.
Correct
TRUE (Ontario Ministry of Education, 2003a)
This is why ongoing assessment and progress monitoring are key to supporting students with LDs in reading.Incorrect
TRUE (Ontario Ministry of Education, 2003a)
This is why ongoing assessment and progress monitoring are key to supporting students with LDs in reading.