2
KPEERI Exam Prep 2 questions with accurate detailed solutions
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Defining Features of Effective Programs - ✔✔= a continuum of literacy instruction
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= systems for managing student behavior
|| || || || ||
= screening system
|| ||
= high quality teaching practices
|| || || ||
= progress monitoring
|| ||
= access to engaging, leveled reading materials
|| || || || || ||
= culture of growth and achievement
|| || || || ||
= structures that support instruction
|| || || ||
= high quality professional development
|| || || ||
= instructional coaching
|| ||
Dyslexia Symptoms - ✔✔Lack of phonological processing
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-phonological awareness ||
-verbal short term memory
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-articulation speed ||
RAN - ✔✔Rapid automatized naming: measures how quickly individuals can name aloud
|| || || || || || || || || || || ||
-objects
-pictures
-colors
-symbols (letters or digits) || || ||
Dyslexia learning disability is.. - ✔✔A language based learning disability. Where children do
|| || || || || || || || || || || || ||
not pick up the patterns of a language.
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, 2
Dyslexia Intervention - ✔✔Make secure the following areas:
|| || || || || || ||
-Phonemic Awareness ||
-Letter Recognition
||
-Repeated Exposure to the Word || || || ||
-Over Learning the Patterns of the Language
|| || || || || ||
Disorders Related to Dyslexia - ✔✔- Executive Dysfunction
|| || || || || || ||
- Dysgraphia (Handwriting)
|| ||
- Dyscalculia (Math)
|| ||
- Attention-Deficit/Hyperactivity Disorder
|| ||
- Dyspraxia (Motor Coordination)
|| || ||
Executive Function Disability - ✔✔Inability to direct or regulate focus on the planning,
|| || || || || || || || || || || || ||
carrying out, and completion of day-to-day or long-term activities.
|| || || || || || || ||
Metacognitive Executive Function Skills - ✔✔- Set goals
|| || || || || || ||
- Plan
||
- Initiate
||
- Persist
||
- Manage time
|| ||
- Self Monitor
|| ||
ADHD - ✔✔Is not considered a learning disability
|| || || || || || ||
Dyspraxia - ✔✔Disorder that affects motor skill development
|| || || || || || ||
KPEERI Exam Prep 2 questions with accurate detailed solutions
|| || || || || || || ||
Defining Features of Effective Programs - ✔✔= a continuum of literacy instruction
|| || || || || || || || || || ||
= systems for managing student behavior
|| || || || ||
= screening system
|| ||
= high quality teaching practices
|| || || ||
= progress monitoring
|| ||
= access to engaging, leveled reading materials
|| || || || || ||
= culture of growth and achievement
|| || || || ||
= structures that support instruction
|| || || ||
= high quality professional development
|| || || ||
= instructional coaching
|| ||
Dyslexia Symptoms - ✔✔Lack of phonological processing
|| || || || || ||
-phonological awareness ||
-verbal short term memory
|| || || ||
-articulation speed ||
RAN - ✔✔Rapid automatized naming: measures how quickly individuals can name aloud
|| || || || || || || || || || || ||
-objects
-pictures
-colors
-symbols (letters or digits) || || ||
Dyslexia learning disability is.. - ✔✔A language based learning disability. Where children do
|| || || || || || || || || || || || ||
not pick up the patterns of a language.
|| || || || || || ||
, 2
Dyslexia Intervention - ✔✔Make secure the following areas:
|| || || || || || ||
-Phonemic Awareness ||
-Letter Recognition
||
-Repeated Exposure to the Word || || || ||
-Over Learning the Patterns of the Language
|| || || || || ||
Disorders Related to Dyslexia - ✔✔- Executive Dysfunction
|| || || || || || ||
- Dysgraphia (Handwriting)
|| ||
- Dyscalculia (Math)
|| ||
- Attention-Deficit/Hyperactivity Disorder
|| ||
- Dyspraxia (Motor Coordination)
|| || ||
Executive Function Disability - ✔✔Inability to direct or regulate focus on the planning,
|| || || || || || || || || || || || ||
carrying out, and completion of day-to-day or long-term activities.
|| || || || || || || ||
Metacognitive Executive Function Skills - ✔✔- Set goals
|| || || || || || ||
- Plan
||
- Initiate
||
- Persist
||
- Manage time
|| ||
- Self Monitor
|| ||
ADHD - ✔✔Is not considered a learning disability
|| || || || || || ||
Dyspraxia - ✔✔Disorder that affects motor skill development
|| || || || || || ||
