Learning Disabilities

Question 1

Steps (tiers) of RTI

Question 2

Reasons not to use discrepancy definition of LD

Question 3

Benefits of the RTI approach

Question 4

Four components of language—semantics, syntax, pragmatics etc.

Question 5

Information obtained from a learning style analysis

Question 6

Dyslexia (define)

Question 7

Phonics Approach (define)

Question 8

Working Memory (define)

Question 9

Phonemic Awareness (define)

Question 10

Fluency (define)

Question 11

Signs of difficulty in phonological processing and orthographic coding

Question 12

General relationship between learning disabilities and brain networks

Question 13

Examples of classroom tasks involving executive functioning

Question 14

Examples of executive functioning interventions

Question 15

Which teaching approaches are NOT as effective for dyslexia?

Question 16

Perfetti’s cognitive model of reading comprehension—types of comprehension

Question 17

Cognitive and quantitative factors in math skills

Question 18

Recommended strategies to support social/emotional functioning in children with learning disabilities

Question 19

Sense of coherence

Question 20

Use of special education and RTI for CLD (culturally and linguistically different) students—Montalvo’s general conclusions