STR Exam Study guide 2023 with complete solution
Asset-Based Approach
-An asset-based (or strengths-based) approach to education builds learning around a
student's strengths and existing knowledge, rather than focusing on what they lack.
-the asset-based approach views diversity in thought, culture, and traits as positive
assets that should be valued.
-based on the idea that teaching to a student's strengths helps them to feel valued, build
their confidence, and reach their full potential. The approach seeks to celebrate
differences and eliminate biases that hold back certain student demographics,
especially those with disabilities, students of color, and English language learners
(ELLs).
deficit-based approach:
focuses on students' shortcomings.
instructional strategies that work well in an asset-based teaching approach:
-continually adjusting flexible groupings according to each child's current assessed
knowledge and skills
-providing students with freedom of choice and autonomy in their learning
-drawing on prior knowledge that students bring into the classroom
Dyslexia
-learning disorder that affects a student's ability to read, spell, write, and speak.
-Students identified as having dyslexia typically experience some or all of the following
characteristics:
1. difficulty with phonological awareness (including phonemic awareness)
2. difficulty reading words in isolation
3. difficulty decoding unfamiliar words
4. slow, inaccurate, or labored (without prosody) oral reading
5. difficulty spelling
6. limited reading fluency
-As a result, these students often experience difficulties in reading comprehension
and/or written expression and limited vocabulary growth due to limited reading
experiences.
Early Indicators for dyslexia:
1. Preschool:
-Delayed speech
-Difficulty with rhyming
-Difficulty pronouncing words
-Poor auditory memory of nursery rhymes and chants
-Difficulty adding new words to vocabulary
-Poor word retrieval skills (or inability to recall the right word)
-Trouble learning and naming letters and numbers
-Dislike of print (e.g. doesn't enjoy following along as a book is read aloud)
2. Kinder-1st:
-Difficulty breaking words into smaller parts or syllables
-Difficulty identifying and manipulating sounds
-Difficulty remembering the names of letters and their sounds
,-Difficulty decoding single words (reading words in isolation)
-Difficulty spelling words phonetically (the way that they sound) or remembering letter
sequences of common words often seen in print
2nd-3rd:
*Previously described behaviors still exist along with:
-Difficulty recognizing common sight words
-Difficulty recalling the correct sounds for letters and letter patterns in reading
-Difficulty connecting speech sounds with appropriate letter combinations and omitting
letters in words for spelling
-Difficulty reading fluently
-Difficulty decoding unfamiliar words
-Reliance on picture clues, story theme, or guessing at words
-Difficulty with written expression
Dyslexia Instruction:
Should focus on structured, systematic, and explicit instruction in the following:
-Phonological awareness (including phonemic awareness) - identifying and
manipulating sounds
-Sound-symbol association (alphabetic principle) - knowledge of the speech sounds and
corresponding letter or letter combinations
-Syllabication - rules related to the types and division of syllables
-Orthography - the written spelling patterns and rules in a language
-Morphology - the study of how morphemes (units of meaning) are combined to form
words
-Syntax - the set of principles regarding the sequence and function of words in a
sentence
-Reading comprehension strategies
-Reading fluency
Accommodation for Dyslexia Students:
To accommodate students with dyslexia, teachers can provide students with:
-an opportunity to pre-read texts in small groups before reading aloud
-additional time for class assignments and tests or reduced/shortened assignments
(without eliminating concepts)
-an alternative testing location or priority seating with reduced distractions
-oral reading of directions or written materials
-word banks
-audiobooks
-text to speech and/or speech to text
-electronic spellers and/or electronic dictionaries
-adaptive learning tools
The most common co-occurring disorders with dyslexia:
attention deficit hyperactivity disorder (ADHD) and specific developmental language
disorders, like dysgraphia.
dysgraphia:
Difficulty with handwriting, or dysgraphia, is a different language-based disorder that
frequently occurs in children with dyslexia. Those with dysgraphia struggle with the
mechanics of writing resulting in impaired or illegible handwriting that interferes with
, spelling, written expression, or both that is unexpected for the student's age/grade.
Messy handwriting (due to issues such as poor formation of letters, improper size,
spacing between letters or words, or slant of words) is the main sign of dysgraphia.
Additionally, some of the following characteristics can indicate dysgraphia:
-slow or labored written work
-poor pencil grip
-inadequate pressure during handwriting (too hard or too soft)
-excessive erasures
-inability to recall accurate orthographic patterns for words
-"b" and "d" reversals beyond developmentally appropriate time
-inability to copy words accurately
-inability of student to read what was previously written
-overuse of short familiar words such as "big"
-avoidance of written tasks
-difficulty with visual-motor integrated sports or activities
Difficulties for students with dysgraphia:
Difficulty writing can make it harder for students to learn spelling, thus making children
with dysgraphia poor spellers. It also causes students to write slowly, which can affect
their ability to express themselves in writing.
Helping Students with Dysgraphia
providing children with printed copies of the notes, giving students graph paper to assist
with their writing, or allowing students to use an audio recorder in class. Teachers could
also offer students assistive technology, ranging from simple pencil grips to keyboards,
touch screens, and dictation software. In addition to teacher accommodations, children
with dysgraphia would benefit from seeing an occupational therapist.
Ongoing assessments:
-guide the pace and content of instruction. With short-term and long-term goals in mind,
assessment should be used to determine student knowledge and dictate whether the
class is prepared to move on to a new skill.
-Plan to use ongoing assessments as a tool to prevent reading difficulties before they
occur. This need is particularly important in the earliest reading instruction. Those early
building blocks, like letter/sound correspondence or specific syllable patterns, come
together to help students make sense of words, sentences, and texts as a whole.
Differentiation in Reading Instruction
Differentiation of reading instruction can only occur in classrooms if teachers have a
strong understanding of their students academically. It is not only the students
performing below grade-level expectations that will require differentiation. Consider the
following populations of students:
-students with limited prior experiences with literacy
-students with exceptional needs
-English learners
-students who are experiencing difficulty
-students who are performing above grade level
-students who are gifted and talented
Individual aspects of student learning will determine the best plan for
differentiation:
Asset-Based Approach
-An asset-based (or strengths-based) approach to education builds learning around a
student's strengths and existing knowledge, rather than focusing on what they lack.
-the asset-based approach views diversity in thought, culture, and traits as positive
assets that should be valued.
-based on the idea that teaching to a student's strengths helps them to feel valued, build
their confidence, and reach their full potential. The approach seeks to celebrate
differences and eliminate biases that hold back certain student demographics,
especially those with disabilities, students of color, and English language learners
(ELLs).
deficit-based approach:
focuses on students' shortcomings.
instructional strategies that work well in an asset-based teaching approach:
-continually adjusting flexible groupings according to each child's current assessed
knowledge and skills
-providing students with freedom of choice and autonomy in their learning
-drawing on prior knowledge that students bring into the classroom
Dyslexia
-learning disorder that affects a student's ability to read, spell, write, and speak.
-Students identified as having dyslexia typically experience some or all of the following
characteristics:
1. difficulty with phonological awareness (including phonemic awareness)
2. difficulty reading words in isolation
3. difficulty decoding unfamiliar words
4. slow, inaccurate, or labored (without prosody) oral reading
5. difficulty spelling
6. limited reading fluency
-As a result, these students often experience difficulties in reading comprehension
and/or written expression and limited vocabulary growth due to limited reading
experiences.
Early Indicators for dyslexia:
1. Preschool:
-Delayed speech
-Difficulty with rhyming
-Difficulty pronouncing words
-Poor auditory memory of nursery rhymes and chants
-Difficulty adding new words to vocabulary
-Poor word retrieval skills (or inability to recall the right word)
-Trouble learning and naming letters and numbers
-Dislike of print (e.g. doesn't enjoy following along as a book is read aloud)
2. Kinder-1st:
-Difficulty breaking words into smaller parts or syllables
-Difficulty identifying and manipulating sounds
-Difficulty remembering the names of letters and their sounds
,-Difficulty decoding single words (reading words in isolation)
-Difficulty spelling words phonetically (the way that they sound) or remembering letter
sequences of common words often seen in print
2nd-3rd:
*Previously described behaviors still exist along with:
-Difficulty recognizing common sight words
-Difficulty recalling the correct sounds for letters and letter patterns in reading
-Difficulty connecting speech sounds with appropriate letter combinations and omitting
letters in words for spelling
-Difficulty reading fluently
-Difficulty decoding unfamiliar words
-Reliance on picture clues, story theme, or guessing at words
-Difficulty with written expression
Dyslexia Instruction:
Should focus on structured, systematic, and explicit instruction in the following:
-Phonological awareness (including phonemic awareness) - identifying and
manipulating sounds
-Sound-symbol association (alphabetic principle) - knowledge of the speech sounds and
corresponding letter or letter combinations
-Syllabication - rules related to the types and division of syllables
-Orthography - the written spelling patterns and rules in a language
-Morphology - the study of how morphemes (units of meaning) are combined to form
words
-Syntax - the set of principles regarding the sequence and function of words in a
sentence
-Reading comprehension strategies
-Reading fluency
Accommodation for Dyslexia Students:
To accommodate students with dyslexia, teachers can provide students with:
-an opportunity to pre-read texts in small groups before reading aloud
-additional time for class assignments and tests or reduced/shortened assignments
(without eliminating concepts)
-an alternative testing location or priority seating with reduced distractions
-oral reading of directions or written materials
-word banks
-audiobooks
-text to speech and/or speech to text
-electronic spellers and/or electronic dictionaries
-adaptive learning tools
The most common co-occurring disorders with dyslexia:
attention deficit hyperactivity disorder (ADHD) and specific developmental language
disorders, like dysgraphia.
dysgraphia:
Difficulty with handwriting, or dysgraphia, is a different language-based disorder that
frequently occurs in children with dyslexia. Those with dysgraphia struggle with the
mechanics of writing resulting in impaired or illegible handwriting that interferes with
, spelling, written expression, or both that is unexpected for the student's age/grade.
Messy handwriting (due to issues such as poor formation of letters, improper size,
spacing between letters or words, or slant of words) is the main sign of dysgraphia.
Additionally, some of the following characteristics can indicate dysgraphia:
-slow or labored written work
-poor pencil grip
-inadequate pressure during handwriting (too hard or too soft)
-excessive erasures
-inability to recall accurate orthographic patterns for words
-"b" and "d" reversals beyond developmentally appropriate time
-inability to copy words accurately
-inability of student to read what was previously written
-overuse of short familiar words such as "big"
-avoidance of written tasks
-difficulty with visual-motor integrated sports or activities
Difficulties for students with dysgraphia:
Difficulty writing can make it harder for students to learn spelling, thus making children
with dysgraphia poor spellers. It also causes students to write slowly, which can affect
their ability to express themselves in writing.
Helping Students with Dysgraphia
providing children with printed copies of the notes, giving students graph paper to assist
with their writing, or allowing students to use an audio recorder in class. Teachers could
also offer students assistive technology, ranging from simple pencil grips to keyboards,
touch screens, and dictation software. In addition to teacher accommodations, children
with dysgraphia would benefit from seeing an occupational therapist.
Ongoing assessments:
-guide the pace and content of instruction. With short-term and long-term goals in mind,
assessment should be used to determine student knowledge and dictate whether the
class is prepared to move on to a new skill.
-Plan to use ongoing assessments as a tool to prevent reading difficulties before they
occur. This need is particularly important in the earliest reading instruction. Those early
building blocks, like letter/sound correspondence or specific syllable patterns, come
together to help students make sense of words, sentences, and texts as a whole.
Differentiation in Reading Instruction
Differentiation of reading instruction can only occur in classrooms if teachers have a
strong understanding of their students academically. It is not only the students
performing below grade-level expectations that will require differentiation. Consider the
following populations of students:
-students with limited prior experiences with literacy
-students with exceptional needs
-English learners
-students who are experiencing difficulty
-students who are performing above grade level
-students who are gifted and talented
Individual aspects of student learning will determine the best plan for
differentiation:
