LD Flashcards
What is a key characteristic of learning disabilities that differentiates them from some other disabilities?
a. They are only present in early childhood.
b. They can be easily identified through appearance or behavior.
c. They are considered “invisible disabilities.”
d. They primarily affect physical abilities.
C
At what stage in life do most individuals typically start to show indicators of possible learning disabilities?
a. High school or college
b. Early childhood or the early school years
c. Adulthood
d. Preschool or infancy
B
Why do learning disabilities often become apparent during the early school years?
a. Students are required to perform cognitively complex tasks such as reading, writing, and math.
b. Physical tests administered at this age frequently detect such disabilities.
c. Early school years are focused on social interactions where learning disabilities manifest.
d. Learning disabilities only develop during these years.
A
What has been the general trend in addressing learning disabilities over recent decades?
a. A decline in the ability to recognize and address them.
b. A stagnation in research and progress regarding assessment methods.
c. Significant progress in assessment, affirmation, and instructional strategies.
d. A shift in focus from academic to physical disabilities.
C
What does the passage suggest about the current state of understanding and addressing learning disabilities?
a. Experts now have definitive answers for all learning disabilities.
b. The field remains stagnant despite advancements in education.
c. Significant progress has been made, but there is still much to learn.
d. Learning disabilities are no longer considered a major concern in modern education.
C
What was the state of recognition for learning disabilities before the 1960s?
A. Highly recognized and widely studied
B. Virtually unrecognized
C. Limited to cases of severe disabilities
D. Mainly categorized under intellectual disabilities
B
Which of the following statements about individuals with learning disabilities is correct?
A. They always exhibit below-average intelligence.
B. They achieve at high levels in reading and mathematics.
C. They demonstrate a variable and complex set of characteristics.
D. Their needs are uniform and easy to address.
C
How has the terminology used for children with learning disabilities evolved over time?
A. The term has always been “learning disabilities.”
B. They were previously categorized as emotionally disturbed or intellectually disabled.
C. The terminology shifted from “gifted learners” to “learning disabled.”
D. There has been no significant change in the terminology used.
B
What trend can be observed in the percentage of students with learning disabilities among all students with disabilities from 1975 to 2014?
A. A consistent decline throughout the period
B. A consistent rise throughout the period
C. An initial rise followed by a decline
D. No significant change throughout the period
C
What is a significant challenge posed by learning disabilities for family members and professionals?
A. The lack of stories of success among individuals with learning disabilities
B. The homogeneity of conditions within learning disabilities
C. The highly variable and complex characteristics of individuals with learning disabilities
D. The rarity of learning disabilities among children
C
Which of the following is a learning area that may indicate a specific learning disability if a child does not meet grade-level standards?
a. Oral expression
b. Visual processing
c. Logical reasoning
d. Abstract thought
A
What must criteria adopted by a state include when determining a specific learning disability?
a. A severe discrepancy between grades and effort
b. Use of a process based on the child’s response to research-based intervention
c. A focus on environmental disadvantages
d. Testing emotional resilience
B
Which of the following is not listed as a possible area of difficulty for children with specific learning disabilities?
a. Written expression
b. Listening comprehension
c. Verbal fluency
d. Mathematical reasoning
C
Basic reading skill is one of the areas evaluated for identifying a specific learning disability. Which of the following areas is closely related?
a. Reading comprehension
b. Oral expression
c. Mathematical calculation
d. Written expression
A
Which of the following areas is specifically associated with numerical or logical tasks when assessing for a specific learning disability?
a. Basic reading skill
b. Mathematical reasoning
c. Oral expression
d. Listening comprehension
B
A team may not identify a child as having a specific learning disability if the lack of achievement is primarily due to:
a. Intellectual disabilities
b. Written expression challenges
c. Reading comprehension issues
d. Basic mathematical skills
A
Which of the following is considered an exclusionary factor when evaluating a child for a specific learning disability?
a. Basic reading skills
b. Emotional disturbance
c. Mathematical reasoning
d. Listening comprehension
B
Limited English proficiency is considered a:
a. Cause of specific learning disabilities
b. Criterion for identifying specific learning disabilities
c. Factor that excludes the identification of specific learning disabilities
d. Research-based intervention method
C
If a child’s lack of achievement is caused by a visual impairment, the child:
a. Should still be identified as having a specific learning disability
b. May not be identified as having a specific learning disability
c. Should be referred for emotional counseling
d. Will only need mathematical support
B
Lack of instruction is categorized under which of the following?
a. Areas of intellectual ability
b. Exclusionary factors for identifying specific learning disabilities
c. Criteria for a severe discrepancy between ability and achievement
d. None of the above
B
A child’s response to which type of intervention must be considered when assessing for a specific learning disability?
a. Emotional resilience training
b. Research-based intervention
c. Peer-led intervention
d. Economic and cultural adjustment
B
Which of the following is a key criterion for state-approved standards in identifying specific learning disabilities?
a. Performance below grade level in specific areas
b. Emotional disturbances impacting learning
c. Visual or auditory impairments
d. Proficiency in multiple languages
A
The process for identifying a specific learning disability must not prohibit the use of:
a. Emotional counseling programs
b. A severe discrepancy between intellectual ability and achievement
c. Cultural and environmental disadvantages
d. Limited English proficiency
B
Which of the following is explicitly mentioned as a factor that may lead to exclusion from being identified as having a specific learning disability?
a. Mathematical reasoning challenges
b. Lack of instruction
c. Written expression struggles
d. Listening comprehension issues
B
Intellectual disabilities, as mentioned in the text, are classified as:
a. A primary criterion for identifying specific learning disabilities
b. An area of focus for state-approved instruction
c. A reason to exclude a child from being identified with a specific learning disability
d. A condition that automatically qualifies a child for special education services
C
What is one primary reason for the inconsistency in the definitions of learning disabilities?
A) Lack of research on learning disabilities
B) The interdisciplinary nature of the field
C) Standardized definitions set by federal laws
D) Limited involvement of educators in the field
B
How does the IDEA definition of specific learning disabilities distinguish them from other challenges?
A) By including intellectual disabilities
B) By excluding disabilities primarily caused by environmental factors
C) By listing only behavioral issues as criteria
D) By excluding conditions like dyslexia
B
According to the IDEA definition, which of the following is considered a specific learning disability?
A) Emotional disturbance
B) Dyslexia
C) Motor disabilities
D) Visual impairments
B
What is one major limitation of the IDEA definition of specific learning disabilities?
A) It provides a clear method for diagnosis.
B) It excludes the use of exclusionary criteria.
C) It lacks a clear way to measure a learning disability.
D) It emphasizes environmental factors.
C
Why does the IDEA definition describe learning disabilities as “lifelong challenges”?
A) To clarify their persistent nature
B) To emphasize that they can be cured
C) To distinguish them from physical disabilities
D) To suggest they result from environmental factors
A
How do perceptual-motor theories explain learning disabilities?
A) As issues with language reception and production
B) As problems with unreliable and unstable perceptual-motor abilities
C) As behavioral challenges stemming from academic difficulties
D) As a general inability to learn academic skills
B
What do language disability theories primarily focus on?
A) Time and space comprehension
B) Interaction between perception and motor activity
C) The reception or production of language
D) Behavioral issues unrelated to academic skills
C
Which perspective emphasizes grouping various academic and behavioral disorders under one term?
A) Perceptual-motor theories
B) Language disability theories
C) The perspective adopted by the DSM-5
D) The IDEA perspective
C
What terminology does the DSM-5 use to describe specific academic difficulties?
A) Exclusionary criteria
B) Minimal brain dysfunction
C) Specific learning disorder with impairment
D) Perceptual disabilities
C
How does the DSM-5 approach learning disabilities?
A) By emphasizing cultural factors
B) By providing specifiers for particular academic difficulties
C) By limiting its definition to brain injuries
D) By using a single definition for all types of disabilities
B
Which of the following is a characteristic of children with minimal brain dysfunction?
A) Perceptual disabilities
B) Impulse control issues
C) Emotional disturbance
D) Physical motor disabilities
B
Why has the terminology surrounding learning disabilities been confusing?
A) Definitions have remained static over time.
B) Multiple disciplines contribute different terms.
C) The focus has been exclusively on academic disorders.
D) Cultural differences play a minimal role.
B
What does the term “significant” in the IDEA definition aim to clarify about learning disabilities?
A) That they are temporary issues
B) That they represent lifelong challenges
C) That they are not mild problems
D) That they exclude academic difficulties
C
Which group has developed terms to address specific academic or behavioral conditions under the broader category of learning disabilities?
A) IDEA regulators
B) American Psychiatric Association
C) Educational theorists
D) Medical practitioners
B
What is one example of a functional academic difficulty that may fall under the term learning disabilities?
A) Perceptual disabilities
B) Impairment in reading
C) Emotional instability
D) Language production challenges
B
Why might a child with learning disabilities struggle with activities involving time and space?
A) Due to emotional instability
B) Because of unreliable perceptual-motor abilities
C) Because of specific language production issues
D) Due to cultural disadvantages
B
What role has IDEA played in shaping services for learning disabilities?
A) It eliminated the use of exclusionary criteria.
B) It furnished a legal focus for public school services.
C) It redefined behavioral disorders as learning disabilities.
D) It emphasized environmental factors in learning challenges.
B
What is a primary feature of the IDEA definition of learning disabilities?
A) It includes clear diagnostic procedures.
B) It emphasizes exclusionary criteria.
C) It classifies all behavioral problems as learning disabilities.
D) It focuses on motor skill development.
B
Which condition is explicitly excluded from the IDEA definition of learning disabilities?
A) Dyslexia
B) Developmental aphasia
C) Emotional disturbance
D) Perceptual disabilities
C
Which aspect of learning disabilities is emphasized by the term “heterogeneous group of disorders”?
A) The universal impact on math skills
B) The variety of challenges faced
C) The primary role of cultural differences
D) The uniformity of the condition
B
What is one challenge posed by the ambiguous nature of the IDEA definition?
A) It excludes conditions like dyslexia.
B) It provides no specific way to measure a learning disability.
C) It focuses on perceptual-motor activities.
D) It fails to include academic challenges.
B
What theoretical view connects learning disabilities with time and space comprehension?
A) Language disability theories
B) Behavioral theories
C) Perceptual-motor theories
D) Exclusionary criteria theories
C
What is the significance of listing conditions like dyslexia under the IDEA definition?
A) It provides an exclusionary focus.
B) It highlights the broad scope of learning disabilities.
C) It emphasizes cultural influences.
D) It simplifies the diagnostic process.
B
Which of the following is NOT a focus of the IDEA definition of learning disabilities?
A) Behavioral disorders
B) Academic difficulties
C) Perceptual disabilities
D) Developmental aphasia
A
Why do some researchers view learning disabilities as an umbrella term?
A) To emphasize its impact on cultural and economic factors
B) To unify various academic and behavioral conditions
C) To focus exclusively on language deficiencies
D) To eliminate exclusionary criteria
B
What has made defining learning disabilities particularly challenging?
A. A lack of interest among researchers.
B. The homogeneous nature of the affected population.
C. The wide range of characteristics and methodological challenges.
D. Overemphasis on the concept of severity in early research.
c
Why has research on learning disabilities faced significant difficulties?
A. Because learning disabilities are the rarest type of disability.
B. Due to issues such as population diversity and measurement error.
C. Because there is complete consensus on the definition of learning disabilities.
D. Due to an absence of attention from professional groups.
B
Which concept related to learning disabilities has been historically overlooked in definitions?
A. The range of professional opinions.
B. The diversity of learning methods.
C. The notion of severity.
D. The need for precise measurements.
C
What distinguishes learning disabilities from other types of disabilities in terms of definitions?
A. They have the simplest definitions across all disciplines.
B. They have been defined by more disciplines and professional groups than others.
C. They are universally defined and accepted without controversy.
D. They require fewer methodological considerations in research.
B
How has the treatment of severity in the study of learning disabilities evolved?
A. Severity is now the primary focus of all definitions.
B. Earlier definitions completely ignored severity, but it now receives some attention.
C. Severity has never been considered relevant in this field.
D. Severity is now thoroughly addressed in every study.
B
What is the primary focus of the term “learning disabilities”?
A. A single characteristic shared by all individuals with learning disabilities.
B. A complex set of behaviors and symptoms.
C. The neurological basis of intelligence gaps.
D. The effectiveness of educational interventions.
B
Which classification element is based on the gap between intelligence and achievement?
A. Heterogeneity
B. Exclusion
C. Discrepancy
D. Performance
C
What does heterogeneity focus on when classifying learning disabilities?
A. Performance issues in various academic domains.
B. The identifiable gap between intelligence and achievement.
C. The neurological causes of learning disabilities.
D. Excluding other conditions as the cause of the disabilities.
A
Which element of classification is used to rule out other possible causes of learning disabilities?
A. Exclusion
B. Heterogeneity
C. Discrepancy
D. Behavior
A
Which classification method has strong evidence supporting its use?
A. Exclusion
B. Discrepancy
C. Heterogeneity
D. All three methods equally
C
What is implied about the evidence supporting the discrepancy approach?
A. It is as strong as the evidence supporting heterogeneity.
B. It is weaker than the evidence for heterogeneity.
C. It is stronger than the evidence for exclusion.
D. It focuses exclusively on behavior.
B
Which academic areas are commonly examined under the discrepancy classification approach?
A. Science and social studies
B. Reading, math, and language
C. Physical education and health
D. Technology and engineering
B
Why is the exclusion approach significant in classification?
A. It considers the diversity of symptoms.
B. It ensures that learning disabilities are not caused by other conditions.
C. It highlights the performance gap in academic domains.
D. It assesses the student’s intelligence levels.
B
What is a shared characteristic of all three major classification elements?
A. They address the neurological causes of learning disabilities.
B. They help identify the performance gaps in various skills.
C. They are historically significant in learning disability classification.
D. They rely heavily on measurable intelligence scores.
C
What aspect of learning disabilities is not directly addressed by the three classification elements?
A. The diversity of symptoms and behaviors
B. The academic areas where issues occur
C. The underlying causes or origins of the disabilities
D. The process of ruling out other conditions
C
How frequently is the concept of severity referenced in the literature on learning disabilities?
A. Rarely
B. Occasionally
C. Often
D. Never
C
What did IDEA mandate before 2004 regarding the classification of a child with learning disabilities?
A. It required a significant performance gap between behavior and intellectual capacity.
B. It required a severe discrepancy between intellectual capacity and achievement.
C. It required children to be assessed for their ability to perform all academic subjects.
D. It focused only on language skills and reading comprehension
B
In which areas must a child show a severe discrepancy to be classified as having a learning disability?
A. Only in oral expression and listening comprehension
B. In one or more of several academic areas, such as oral expression, reading, and math
C. In language skills and intellectual ability alone
D. In social behavior and physical development
B
Which of the following is NOT one of the seven areas in which severe discrepancy can be identified for learning disability classification?
A. Mathematical reasoning
B. Written expression
C. Physical coordination
D. Listening comprehension
C
What does the first criterion for determining special services for a child with a learning disability assess?
A. Whether the child has a high level of intellectual ability
B. Whether the child achieves commensurate with their age and ability given appropriate educational experiences
C. Whether the child has received prior special services
D. Whether the child shows a discrepancy in behavior and academic performance
B
What was the main factor that influenced the determination of educational placement before 2004 under IDEA?
A. The child’s ability to participate in physical activities
B. The child’s academic achievement relative to intellectual capacity
C. The child’s social development and interpersonal skills
D. The child’s participation in extracurricular activities
B
What is emphasized in the second criterion for determining a learning disability classification?
A. The child’s social behavior in the classroom
B. The child’s intellectual capacity alone
C. The child’s achievement compared to their intellectual ability in specific academic areas
D. The child’s interest and motivation in the subjects of reading and math
C
Which of the following is a factor that affects the classification of learning disabilities based on IDEA criteria?
A. Whether the child has a significant discrepancy in only one subject area
B. Whether the child’s academic achievement is consistent with their age and ability
C. Whether the child has a specific intellectual gift
D. Whether the child shows extreme emotional responses in academic settings
B
How are the criteria for determining a child’s learning disability related to educational services?
A. They only focus on behavioral symptoms in children.
B. They determine the appropriateness of educational placement and referral for special services.
C. They are used exclusively for identifying children with physical disabilities.
D. They focus on general academic achievement without specific criteria for placement.
B
Why is severity an important consideration in learning disability classification?
A. It determines whether a child will be placed in a regular or special education program.
B. It is often referenced but not always included in official definitions.
C. It helps define the exact cause of the learning disability.
D. It specifies the child’s level of intellectual capacity for academic achievement.
B
What is a major issue with the concept of “severe discrepancy” in learning disability classifications?
A. There is a universally accepted method to measure it.
B. Its meaning is widely debated, and there is no broadly accepted way to measure it.
C. It always correlates with a child’s social behavior.
D. It is always set at a fixed percentage (e.g., 25%).
B
What is the controversy surrounding the “discrepancy formula” for determining eligibility for special education services?
A. It is only applicable to children with physical disabilities.
B. It lacks empirical support, particularly in reading.
C. It is universally agreed upon by professionals.
D. It only measures a child’s intellectual capacity.
B
What change did current IDEA regulations make regarding the use of a “severe discrepancy” for eligibility determination?
A. They no longer allow the use of discrepancy as a criterion.
B. They now require that school districts use a discrepancy formula.
C. They no longer require school districts to determine whether a severe discrepancy exists between intellectual ability and achievement.
D. They require schools to only use reading-based measures for eligibility.
C
What alternative method to determine eligibility for special education services is now available to schools?
A. A detailed analysis of the child’s behavior in class
B. Response to Intervention (RtI)
C. A mandatory IQ test
D. A parent-based assessment system
B
What does the Response to Intervention (RtI) method focus on?
A. Data reflecting the student’s performance to make evidence-based decisions
B. Identifying the intellectual capacity of the child
C. The emotional responses of the child in academic settings
D. The child’s social interactions in the classroom
A
Why is RtI appealing in determining special education eligibility?
A. It eliminates the need for any academic testing.
B. It focuses on the child’s academic response to specific instruction.
C. It is based solely on standardized test results.
D. It does not require any form of data collection.
B
What is a key benefit of RtI in assessing children with learning disabilities?
A. It provides a method for early academic intervention without diagnosis.
B. It helps children with learning disabilities avoid academic work.
C. It only works for children who show a severe discrepancy.
D. It is focused on intellectual capacity alone.
A
How does RtI address children who may struggle with early academic work but do not show a severe discrepancy?
A. It is not useful for such children.
B. It provides an alternative perspective for assessing them.
C. It excludes them from special education eligibility.
D. It only focuses on children who show a severe discrepancy.
B
What challenge has the lack of agreement on basic concepts in learning disabilities caused?
A. Confusion in the field of behavior therapy
B. Difficulties in both research and treatment for those with learning disabilities
C. A lack of funding for special education programs
D. Over-reliance on physical treatments for learning disabilities
B
Despite the challenges faced by those with learning disabilities, what is often true of many individuals?
A. They struggle with academic achievement throughout their lives.
B. They frequently achieve success in life and become leaders in their fields.
C. They are usually excluded from career opportunities.
D. They are unable to overcome their disabilities without extensive support.
B
What is the primary focus of subtype research in the context of learning disabilities?
a) Identifying treatment methods for learning disabilities
b) Investigating the characteristics of children to identify distinctive groups within learning disabilities
c) Exploring the long-term effects of learning disabilities
d) Analyzing how learning disabilities relate to external factors like family history
B
What is the emphasis of comorbidity research regarding learning disabilities?
a) Investigating the relationship between learning disabilities and genetic factors
b) Investigating the extent to which individuals exhibit multiple disabilities or conditions
c) Identifying effective therapies for each individual disability
d) Focusing on the treatment of a single learning disability at a time
B
Which of the following is an example of conditions that may be studied in comorbidity research?
a) Learning disabilities and communication disorders
b) Learning disabilities and environmental factors
c) Learning disabilities and socioeconomic status
d) Learning disabilities and educational techniques
A
What has been a significant gap in the study of learning disabilities in the past?
a) The lack of a clear definition for learning disabilities
b) The failure to identify subgroups, subtypes, or severity levels within the population
c) The limited focus on children with reading problems
d) The absence of research on comorbidity
B
Which condition is most frequently associated with learning disabilities, according to the passage?
a) Autism
b) Depression
c) Attention deficit/hyperactivity disorder (ADHD)
d) Dyslexia
C
What is one of the challenges mentioned in the text regarding the study of learning disabilities?
a) The difficulty in determining treatment methods
b) The lack of focus on children with hyperactivity
c) The neglect of investigating subtypes and comorbid conditions
d) The underrepresentation of reading issues
C
In recent years, which type of research has been appearing more frequently in the literature related to learning disabilities?
a) Research on genetic factors
b) Subtype and comorbidity research
c) Research on socioeconomic impacts
d) Research on educational techniques
B
What is the range of subgroups that researchers have investigated in relation to learning disabilities?
a) Only individuals with reading problems
b) A broad range, including individuals with reading problems and those with hyperactivity
c) Individuals only with hyperactivity
d) Only those with severe learning disabilities
B
How high can the estimate of individuals with both learning disabilities and ADHD be?
a) 10 percent
b) 25 percent
c) 45 percent
d) 60 percent
C
What has been a key issue in validating the severity of learning disabilities?
a) Lack of standardized testing methods
b) The assumption that learning disabilities represent mild disorders without empirical validation
c) A focus on environmental causes rather than biological factors
d) The exclusion of comorbidity studies
B
What factor has amplified the challenges in determining the number of people with learning disabilities?
a) Inconsistent educational policies
b) Differing definitions, theoretical views, and assessment procedures
c) Limited research on learning disabilities
d) The lack of support for students in special education
B
Between 2002 and 2011, by what percentage did the number of students identified with learning disabilities under IDEA decline?
a) 3 percent
b) 5 percent
c) 18 percent
d) 25 percent
C
During the same period (2002-2011), what was the percentage decline in total enrollment in special education?
a) 1 percent
b) 3 percent
c) 10 percent
d) 15 percent
B
What is one possible reason for the decline in the number of students identified with learning disabilities?
a) Decreased funding for special education programs
b) Earlier and more effective interventions, especially in reading
c) Reduced awareness of learning disabilities
d) Changes in state legislation
B
What percentage of students in U.S. schools are currently identified with learning disabilities using the IDEA definition?
a) 1.2 percent
b) 3.4 percent
c) 5.6 percent
d) 7.8 percent
B
How has the prevalence of learning disabilities compared to other exceptionalities since their emergence as a category?
a) Their prevalence has been low compared to other exceptionalities
b) Their prevalence has been high compared to other exceptionalities
c) Their prevalence has been about the same as other exceptionalities
d) Their prevalence has fluctuated significantly with no clear trend
B
In 2013, how many children with disabilities were served under IDEA in the United States?
a) 4,200,000
b) 5,100,000
c) 6,429,000
d) 7,800,000
C
Of the 6,429,000 children with disabilities served under IDEA in 2013, how many were classified as having learning disabilities?
a) 1,000,000
b) 2,277,000
c) 3,500,000
d) 4,000,000
B
What percentage of the population with disabilities being served under IDEA in 2013 were classified as having learning disabilities?
a) 10 percent
b) 20 percent
c) 35 percent
d) 50 percent
C
What issue causes discrepancies in prevalence estimates in the field of learning disabilities?
a) Lack of standardized testing methods
b) Limited access to special education resources
c) Varying definitions of what constitutes a learning disability
d) Underreporting of cases in certain regions
C
What is one consequence of the differing definitions used to determine the prevalence of learning disabilities?
a) More children are identified as having learning disabilities
b) Prevalence figures gathered in studies are unlikely to match
c) The number of students receiving special education increases
d) Learning disabilities become less recognized in educational systems
B
How does the prevalence of learning disabilities compare to other areas of exceptionality?
a) The prevalence of learning disabilities is less variable than most
b) The prevalence of learning disabilities is more variable than most
c) Learning disabilities have a fixed prevalence rate across all studies
d) The prevalence of learning disabilities is rarely reported
B
What was the total number of children with disabilities served under IDEA in the U.S. in 2013?
a) 5,000,000
b) 6,429,000
c) 7,000,000
d) 10,000,000
B
What has been one impact of changes in how learning disabilities are identified?
a) The prevalence of learning disabilities has risen significantly
b) The number of students with learning disabilities identified has decreased
c) The identification process has become more consistent across states
d) The focus of education systems has shifted away from reading interventions
B
Which of the following factors is NOT mentioned as influencing the number of students identified with learning disabilities?
a) Changes in how the condition is identified
b) Improvements in early intervention strategies
c) The definition of what constitutes a learning disability
d) The number of students in general education
D
What primarily led to the recognition of learning disabilities as an area of exceptionality?
A) Social factors affecting students
B) Problems and inconsistencies in academic achievement
C) Advances in educational research
D) A growing demand for higher education
B
Individuals with learning disabilities typically have what level of intelligence?
A) Below average
B) Average or near-average
C) Above average
D) Exceptional
B
How long do academic challenges generally persist for individuals with learning disabilities?
A) Only during primary grades
B) Until middle school
C) From primary grades through the end of formal schooling
D) Only through high school
C
What is suggested for educational planning for students with learning disabilities?
A) A focus on short-term academic goals
B) A single academic pathway
C) A variety of long-range alternatives, including postsecondary education preparation
D) Removal from academic environments
C
What academic level do the challenges of individuals with learning disabilities include?
A) Only high school
B) Only elementary school
C) College and beyond
D) Only primary school
C
Which area of academic performance is most commonly affected in students with learning disabilities?
A) Math
B) Writing
C) Reading
D) Science
C
What is the historical connection between learning disabilities and reading difficulties?
A) Learning disabilities were initially defined as challenges in writing
B) Learning disabilities were applied to students who were remedial in reading
C) Learning disabilities have no connection to reading difficulties
D) Reading difficulties emerged after learning disabilities were identified
B
What percentage of students with learning disabilities are estimated to have reading difficulties?
A) 20-40%
B) 40-60%
C) 60-90%
D) 90-100%
C
What are two vital parts of the reading process that cause challenges for people with learning disabilities?
A) Speed and fluency
B) Word knowledge and word recognition
C) Sentence structure and grammar
D) Vocabulary expansion and handwriting
B
What happens when most people encounter a word they already know?
A) They look it up in a dictionary
B) They sound it out slowly
C) They recall its meaning from their “mental dictionary”
D) They skip it and move to the next word
C
What is the process required when encountering an unfamiliar word?
A) Memorizing the word immediately
B) Drawing on knowledge of spelling patterns and pronunciation rules
C) Guessing the meaning based on context
D) Asking for help from a teacher
B
Why is the ability to “sound out” unfamiliar words important?
A) We cannot memorize all words
B) It is only useful for rare words
C) We are trained to memorize each word individually
D) It helps improve handwriting
A
What is required of students to be able to generalize letter patterns and draw analogies?
A) High levels of intelligence
B) Practice and flexibility
C) Memorization of every word
D) A strong visual memory
B
How do good readers typically accomplish word recognition?
A) They focus on each letter individually
B) They take a long time to sound out every word
C) They recognize words quickly, almost automatically after practice
D) They rely on context clues for all words
C
What type of difficulty do students with learning disabilities experience when recognizing words?
A) They can recognize words easily
B) They do it slowly and laboriously
C) They skip unfamiliar words
D) They rely on memorization
B
What do students with learning disabilities need to help them recognize words?
A) More homework assignments
B) Training and practice in strategies
C) Increased reading time
D) Fewer unfamiliar words
B
What difficulty do some students with learning disabilities face when reading texts?
A) They ignore all words completely
B) They focus on minor details without identifying important ideas
C) They memorize every detail in the text
D) They skip large sections of the text
B
Which of the following can help students with learning disabilities avoid focusing on minor details?
A) Practicing test-taking strategies
B) Learning to organize and summarize
C) Memorizing every part of the text
D) Focusing only on the text’s main themes
B
