SLO1 WGU COMPREHENSIVE STUDY GUIDE
2026 FULL QUESTIONS AND SOLUTIONS
GRADED A+
• Input/Output.
Answer: the view that there is not a direct relationship between teh amount
of time spent on language acquisition and the output; most learning is
directed by the student
• TCP/IP.
Answer: most common protocol which establishes the connection, and data
packet quality transmission. The first two bytes are assigned by the Internet
Service Provider (ISP), and the last two bytes are assigned by the client.
• Acronyms.
Answer: abbreviations that stand in for common phrases
• direct object.
Answer: receives the action of the verb
• critical path method (CPM).
Answer: step-by-step process planning technique that defines the critical and
noncritical tasks within a project in order to reduce or minimize process
delays and time-related problems.
• Voiced.
Answer: Sounds using voice
• Can languages die?.
Answer: Yes. 1. Sudden death of speakers 2. language not passed to children
3. Minorities not speaking language of ancestors
• Basic Interpersonal Communication Skills (BICS).
Answer: The language ability needed for casual conversation. This usually
applies to the interpersonal conversation skills of CLD students (i.e,
, playground language). It's everyday, straightforrward communication skills
that are helped by contextual supports such as gestures.
• Behaviorist.
Answer: approach to learning: learning is understood strictly with reference
to people's behavior, which is shaped by external rewards or reinforcement
• Voiceless.
Answer: Sounds made with open and nonvibrating vocal cords
• Model 2: Data-Based Individualization (DBI).
Answer: one on one instruction. -The teacher begins with a validated
off-the-shelf program (i.e., the instructional platform) that has been
intensified by increasing instructional opportunities and practice, as
described in Model 1. -To monitor her student's response to an intensified
instructional program, the teacher selects a validated form of ongoing
progress monitoring -As the teacher begins implementing the intensified
instructional program, she uses the progress-monitoring measure to collect
three initial scores on 3 consecutive days. She uses the median (middle)
score to characterize the student's initial level of performance (i.e., the
baseline score, before DBI begins). She plots the baseline score on the date
corresponding one day before DBI begins and draws a dotted vertical line
on the graph on this date to indicate the setting of baseline performance.
-She then determines a goal (i.e., the expected year-end score) -The teacher
plots the goal on the graph on the date corresponding to the last instructional
day of the school year. -Then, the teacher implements the intensified
instructional program and continues collecting progress-monitoring data.
She collects and graphs one data point each week. -When four consecutive
scores fall above the goal line, the teacher increases the goal and redraws the
goal line. When four consecutive scores fall below the goal line, the teacher
revises a component of the intensified instructional program. -If eight data
points have been collected since the last vertical line and four consecutive
scores do not fall above or below the goal line, the teacher draws a line of
best fit through the eight data points. If the line of best fit is steeper than the
, goal line, the teacher increases the goal. If the line of best fit is less steep
than the goal line, the teacher revises a component of the instructional
program. -
• Homonyms.
Answer: Two words that sound alike and are possibly spelled alike but have
different meanings.
• discovery/experiential learning.
Answer: learning strategies involving students in active engagement through
real-world experiences, exploration, and reflection.
• Bound morphemes.
Answer: Always part of words affixes: prefix, suffix, infixes
• Information Systems Managers.
Answer: They make decisions.
• Creole.
Answer: Language which started as a pidgin learned by children as 1st
language
• phone.
Answer: a particular occurrence of a speech sound segment
• Teach Self-Regulated Strategy Development (SRSD).
Answer: is a model for promoting higher-level cognitive skills and
self-regulated use of cognitive strategies.
• Code-Emphasis Approach.
Answer: An approach to reading instruction in which decoding skills are
taught first, then comprehension skills
• Monitor Hypothesis.
Answer: Those who are acquiring language begin a process of monitoring
their language through conscious corrections. (Krashen) -Errors and error
correction are both signs of development processes (GROWTH!!!)
• Acculturation.
2026 FULL QUESTIONS AND SOLUTIONS
GRADED A+
• Input/Output.
Answer: the view that there is not a direct relationship between teh amount
of time spent on language acquisition and the output; most learning is
directed by the student
• TCP/IP.
Answer: most common protocol which establishes the connection, and data
packet quality transmission. The first two bytes are assigned by the Internet
Service Provider (ISP), and the last two bytes are assigned by the client.
• Acronyms.
Answer: abbreviations that stand in for common phrases
• direct object.
Answer: receives the action of the verb
• critical path method (CPM).
Answer: step-by-step process planning technique that defines the critical and
noncritical tasks within a project in order to reduce or minimize process
delays and time-related problems.
• Voiced.
Answer: Sounds using voice
• Can languages die?.
Answer: Yes. 1. Sudden death of speakers 2. language not passed to children
3. Minorities not speaking language of ancestors
• Basic Interpersonal Communication Skills (BICS).
Answer: The language ability needed for casual conversation. This usually
applies to the interpersonal conversation skills of CLD students (i.e,
, playground language). It's everyday, straightforrward communication skills
that are helped by contextual supports such as gestures.
• Behaviorist.
Answer: approach to learning: learning is understood strictly with reference
to people's behavior, which is shaped by external rewards or reinforcement
• Voiceless.
Answer: Sounds made with open and nonvibrating vocal cords
• Model 2: Data-Based Individualization (DBI).
Answer: one on one instruction. -The teacher begins with a validated
off-the-shelf program (i.e., the instructional platform) that has been
intensified by increasing instructional opportunities and practice, as
described in Model 1. -To monitor her student's response to an intensified
instructional program, the teacher selects a validated form of ongoing
progress monitoring -As the teacher begins implementing the intensified
instructional program, she uses the progress-monitoring measure to collect
three initial scores on 3 consecutive days. She uses the median (middle)
score to characterize the student's initial level of performance (i.e., the
baseline score, before DBI begins). She plots the baseline score on the date
corresponding one day before DBI begins and draws a dotted vertical line
on the graph on this date to indicate the setting of baseline performance.
-She then determines a goal (i.e., the expected year-end score) -The teacher
plots the goal on the graph on the date corresponding to the last instructional
day of the school year. -Then, the teacher implements the intensified
instructional program and continues collecting progress-monitoring data.
She collects and graphs one data point each week. -When four consecutive
scores fall above the goal line, the teacher increases the goal and redraws the
goal line. When four consecutive scores fall below the goal line, the teacher
revises a component of the intensified instructional program. -If eight data
points have been collected since the last vertical line and four consecutive
scores do not fall above or below the goal line, the teacher draws a line of
best fit through the eight data points. If the line of best fit is steeper than the
, goal line, the teacher increases the goal. If the line of best fit is less steep
than the goal line, the teacher revises a component of the instructional
program. -
• Homonyms.
Answer: Two words that sound alike and are possibly spelled alike but have
different meanings.
• discovery/experiential learning.
Answer: learning strategies involving students in active engagement through
real-world experiences, exploration, and reflection.
• Bound morphemes.
Answer: Always part of words affixes: prefix, suffix, infixes
• Information Systems Managers.
Answer: They make decisions.
• Creole.
Answer: Language which started as a pidgin learned by children as 1st
language
• phone.
Answer: a particular occurrence of a speech sound segment
• Teach Self-Regulated Strategy Development (SRSD).
Answer: is a model for promoting higher-level cognitive skills and
self-regulated use of cognitive strategies.
• Code-Emphasis Approach.
Answer: An approach to reading instruction in which decoding skills are
taught first, then comprehension skills
• Monitor Hypothesis.
Answer: Those who are acquiring language begin a process of monitoring
their language through conscious corrections. (Krashen) -Errors and error
correction are both signs of development processes (GROWTH!!!)
• Acculturation.
