Early intervention for struggling learners may be

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18.Early intervention for struggling learners may be done through which of the following strategies? a.Clinical teaching strategies b.Teacher-student interaction c.On-going family literacy d.Rigorous assessment
19.Which of the following does NOT correctly apply syllabication principles?
20.Which of the following remediation strategies may help students in phonemic awareness?
21.The following are factors to consider in designing a remedial program except.
22.Which of the following components of a remedial program in-volves learners monitoring of their progress? a.The enforcement and extension b.Personal emotional growthdevelopment c.Cognitive development d.Schema enhancement
23.Which is the best way to correct basic sight vocabulary deficit?
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24.Which skill should students learn in remediation through pho-nemic awareness?
25.Which of the following is least useful for the teacher when doing remedial vocabulary instruction?
26.Below are general instructional guidelines that should be consid-ered in remedial program (Strickland, 1998 cited in Gunning, 2003 and in Vacca, Vacca, and Gove, 1991), except: a.Instruction is systematic when it is planned, deliberate in application, and proceeds in an orderly manner. This does not mean a rigid progression of one-size-fits-all teaching. b.Intensive instruction on any particular skill or strategy should be based on need. Thus, intensity will vary both with individuals and groups. c.There should be substitute for ongoing documentation and monitoring of learning to determine the order in which skills should be addressed and the level of intensi-ty required to help a child or group of children succeed in a particular area is ongoing. d.To track specific goals and objectives within an integrated language-arts framework, teachers must know the instruc-tional objectives their curriculum requires at the grade or year level they teach.

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