Practice Quiz

NYSTCE: Students with Disabilities Exam Prep - Question List

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111.
Use the information below to answer the question that follow.

A third-grade class includes students with delays in foundational reading skills. Two students also have delays in language expression and comprehension. The teacher is considering ways to best support the students' reading development. The teacher would also like to provide appropriate supports for the students during the planned biweekly whole-class close-reading routine, in which the teacher will engage the students in reading and rereading a variety of complex literary and informational passages.

The teacher wants to support the students with literacy delays in developing self- confidence and self-efficacy as readers. Which of the following strategies would be most appropriate for this purpose?
  1. Instructing the students explicitly in how to use various word-reading and comprehension-repair strategies to solve reading challenge.
  2. Requiring the students to engage in more independent reading in the classroom and at home.
  3. Evaluating texts that will be used in reading instruction with the students for text complexity to ensure that the texts are always easily accessible.
  4. Balancing the students' exposure to authentic literary and informational texts in a diversity of genres.
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112.
Use the information below to answer the question that follow.

A third-grade class includes students with delays in foundational reading skills. Two students also have delays in language expression and comprehension. The teacher is considering ways to best support the students' reading development. The teacher would also like to provide appropriate supports for the students during the planned biweekly whole-class close-reading routine, in which the teacher will engage the students in reading and rereading a variety of complex literary and informational passages.

Which of the following guidelines for planning effective reading instruction for these students best addresses the evidence-based recommendation that foundational reading skills should be taught in conjunction with building a foundation for reading comprehension?
  1. Providing sufficient time for the students to engage in sustained silent reading with self- selected texts in class to practice new skills and strategies independently.
  2. Using decodable texts to promote the students' ability to read a text with fluency while also selecting complex, grade-level texts for read alouds and text analysis.
  3. Utilizing state standards from lower grade levels in order to address gaps in the students' reading skills and accommodate their limited reading comprehension.
  4. Focusing more on modeling oral reading of texts with adequate expression to facilitate the students' comprehension than on developing their decoding or fluency skills.
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113.
Use the information below to answer the question that follow.

A third-grade class includes students with delays in foundational reading skills. Two students also have delays in language expression and comprehension. The teacher is considering ways to best support the students' reading development. The teacher would also like to provide appropriate supports for the students during the planned biweekly whole-class close-reading routine, in which the teacher will engage the students in reading and rereading a variety of complex literary and informational passages.

Which of the following strategies for differentiating collaborative text-based discussions for the students with language-expression challenges would best enhance their participation in the text-based discussions and their overall language development?
  1. Having the students discuss texts with each other instead of in a larger group.
  2. Pairing the students with an advanced reader who can model appropriate responses to questions.
  3. Asking the students key-detail questions that have the answers right in the text.
  4. Providing the students with relevant sentence or language frames to scaffold the ir responses.
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114.
Hunter is a fourth-grade student with a diagnosis of autism spectrum disorder. His primary teacher notifies you that he chews on his clothes repeatedly during the school day.  The behavior is increasing. What intervention do you recommend to alleviate this behavior?
  1. Give Hunter more snacks.
  2. Allow Hunter to chew gum or eat chewy candy.
  3. Prompt Hunter to stop chewing his clothes.
  4. Give Hunter a chew tube to chew on.
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115.
Your kindergarten student with autism is not responding to your verbal prompts as you attempt to guide him through an activity.  What tool might you try?
  1. Microphone
  2. Physical assistance
  3. Reward system
  4. Visual schedule
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