In multi-tiered instruction, what is the purpose of progress monitoring in tier one?

to identify children not responding to core instruction

Which of the following is NOT a sign of developmental dyscalculia that might be noticed by a classroom teacher?

Reversing number symbols, e.g. confusing 6 and 9

In the information processing model, to what do the numbers 2, 3 and 4 refer?

sensory memory, working memory and long term memory

Dyscalculia is a Specific Learning Disorder characterised by difficulties with...

learning arithmetic facts, processing number magnitude, fluent calculation

Dysgraphia is a specific learning disorder characterised by difficulties with...

accurate and/or fluent written expression, poor spelling and handwriting

Which of these is NOT a sign of dysgraphia that might be noticed by a classroom teacher?

difficulty drawing mathematical diagrams such as graphs and table

Dyslexia is a specific learning diability characterised by difficulties with...

accurate and/or fluent word recognition, poor spelling and decoding

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EDUC2090 review quiz

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1
In multi-tiered instruction, what is the purpose of progress monitoring in tier one?
to identify children who need assessment by an educational psychologist
to identify children not responding to core instruction
to diagnose areas of weakness so that effective intervention can be chosen
to report to parents and administration about achievement
2
The following snippet describes which approach:
Explicit Instruction
Strategy Instruction
Direct Instruction
Explicit Direct Instruction
3
Which of the following is NOT a sign of developmental dyscalculia that might be noticed by a classroom teacher?
difficulty comparing which is bigger of two numbers
Difficulty learning basic facts, e.g. addition/subtraction; multiplication
persistence of slow, inefficient counting strateies such as counting all
Reversing number symbols, e.g. confusing 6 and 9
4
According to DaFont and Capizzi, in what order should we implement these steps for successful team collaboration?
1, 2, 4, 5, 3
1, 3, 2, 4, 5
5, 1, 2, 3, 4
1, 2, 3, 4, 5
5
The following snippet describes which approach:
Explicit Direct Instruction
Explicit Instruction
Direct Instruction
Strategy Instruction
6
Which of these could be used to effectively to choose intervention for a child with dyslexia in a classroom?
Appropriate MOTIF assessments
First Steps Diagnostic Tasks
CTOPP (Comprehensive Test of Phonological Processing)
Westwood test of basic number facts
7
In the information processing model, to what do the numbers 2, 3 and 4 refer?
sensory memory, working memory and long term memory
short term memory, long term memory and working memory
working memory, visuo-spatial memory and phonological memory
Encoding, rehearsal and retrieval
8
Dyscalculia is a Specific Learning Disorder characterised by difficulties with...
counting with one-to-one correponsdence and recognising numbers
working memory, sustaining attention and anxiety
learning arithmetic facts, processing number magnitude, fluent calculation
performing complex mathematical operations and problem solving
9
Which of these is NOT a feature of dyslexia that may be noticed by a classroom teacher?
poor spelling
poor understanding of letter-sound correspondences
poor rapid naming ability
difficulty decoding unfamiliar words
10
Which of these is NOT an affective difficulty associated with learning difficulties?
loss of motivation for learning
Poor self-esteem and feelings of low self-worth
Poor reading comprehension
attributing what happens to external, uncontrollable factors
11
The following snippet describes which approach:
Explicit Instruction
Strategy Instruction
Explicit Direct Instruction
Direct Instruction
12
Dysgraphia is a specific learning disorder characterised by difficulties with...
difficulties with poor attention, working memory and organisation skills
accurate and/or fluent written expression, poor spelling and handwriting
poor gross and fine motor skills, often including illegible handwriting
poor expressive language skills which result in difficulty expressing ideas
13
Which of these is NOT a core feature of effective tier two and three intervention:
systematic
cumulative sequence
embedded
evidence-based
14
Which of these is NOT a sign of dysgraphia that might be noticed by a classroom teacher?
difficulties with written expression, e.g. sentence structure, tense
difficulty drawing mathematical diagrams such as graphs and table
making spelling errors that break the rules of english spelling
making spelling errors, often that are NOT phonetically plausible
15
The following snippet describes which approach:
Strategy Instruction
Explicit Direct Instruction
Direct Instruction
Explicit Instruction
16
Dyslexia is a specific learning diability characterised by difficulties with...
visual processing difficulties which interfere with letter/word recognition
accurate and/or fluent word recognition, poor spelling and decoding
developmentally delayed development of reading and spelling abilities
muscle tone weaknesses cause difficulty with letter formation
17
The following snippet describes which approach:
Strategy Instruction
Explicit Direct Instruction
Direct Instruction
Explicit Instruction

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