MTTC COGNITIVE IMPAIRMENT (ACTUAL 2025/2026) TEST
QUESTIONS & 100% VERIFIED ANSWERS
Vocabulary - ---Answers---refers to a knowledge of words
and what they mean. Students learn vocabulary through a
variety of contexts such as talking, interacting, and playing
with others; listening to stories; watching television; and
attending school. (teach in all grades)
There are two types of vocabulary:
Oral vocabulary refers to the recognition of words that we
hear and speak.
Reading vocabulary refers to the recognition of words that we
read and write.
Note: reading comp relates strongly to extent of student's
vocabulary. The relationship of vocabulary to reading
comprehension gets stronger as reading material becomes
more complex and the vocabulary becomes more extensive.
Vocabulary Instruction - ---Answers---Occurs through both
direct instruction (taught) and indirect instruction (everyday
life). Both are needed!
Provide visuals (G.O. and word walls) to introduce new words.
Reading comprehension - ---Answers---is the ability to
understand written text, and it ultimately occurs when
students translate written text into spoken text. (teach at all
grade levels)
,Reading comprehension Strategies
http://iris.peabody.vanderbilt.edu/module/rti03-
reading/cresource/what-components-comprise-high-quality-
reading-instruction/rti03_08/#content - ---Answers---
Prereading, during and after reading strategies at the website
listed
Examples are:
Click or Clunk with G.O. - DURING
Get the Gist - DURING (see
http://iriscenter.wpengine.com/module/rti03-
reading/cresource/how-is-high-quality-instruction-
integrated-into-the-rti-
approach/rti03_10/rti03_10learncentc/#content)
G.O. (story map, timelines, webs) - DURING
activating prior knowledge (KWL) - PRE
preteaching vocab words - PRE
Id'ing main ideas - AFTER
Summarizing - AFTER
reading-comprehension strategies will not prove effective
tools for learning if they are not combined with high-quality
teaching. What are some tips on how to effectively implement
reading comprehension? - ---Answers---Tips for Teaching
reading comp:
Make vocabulary instruction a major curriculum component.
,Teach comprehension strategies (e.g., summarization,
prediction, answering questions about text, and inferring word
meaning).
Use graphic organizers to help students grasp key concepts.
Require students to form inferences (e.g., Why do you think the
main character did that?).
Determine the reasons for students' comprehension
difficulties.
Decide whether students' weaknesses are related to word
decoding or to oral language comprehension.
ELL Students learning reading comprehension - ---Answers--
-http://iriscenter.wpengine.com/module/rti03-
reading/cresource/what-components-comprise-high-quality-
reading-instruction/rti03_09/#content
teach ELL students phonemic awareness - phonemes within a
word (individual sounds inside a word)
amount of time recommended by No Child Left Behind to
promote reading success. - ---Answers---include these
components in the 90-minute core reading block:
teaching reading for 90 minutes, doing so becomes more
manageable when:
Flexible grouping practices occur
Students understand and follow the routine
Features of high-quality instruction are employed
, When you change districts how long does it take to reestablish
tenure? - ---Answers---2 years
FBA (functional behavior assessment) - ---Answers---the
problem-solving process for addressing student problem
behavior
IDEA law is clear on FBA (300.530) - all behavior is purposeful
behavior is functionally related to the teaching environment
Hypothesis linked to FBA:
When this occurs.... The student does..... To get / avoid .....
MiBLsi - ---Answers---Michigan Integrated Behavior and
Learning Support Initiiative
State-wide grant, funded by MDE, designed to help schools
develop support systems in reading and behavior
Social Stories - ---Answers---describes situation, skill, or
concept in terms of social cues, perspectives, and common
responses in a specific defined style and format
Maslow's Hierarchy of Needs - ---Answers---Self -
Actualization (morality, acceptnce, prob-slvg, lack of
prejudice)
Esteem (self-esteem, achievemt, respecting&respect from
others)
Love / Belonging (friendship, family, sexual intimacy)
QUESTIONS & 100% VERIFIED ANSWERS
Vocabulary - ---Answers---refers to a knowledge of words
and what they mean. Students learn vocabulary through a
variety of contexts such as talking, interacting, and playing
with others; listening to stories; watching television; and
attending school. (teach in all grades)
There are two types of vocabulary:
Oral vocabulary refers to the recognition of words that we
hear and speak.
Reading vocabulary refers to the recognition of words that we
read and write.
Note: reading comp relates strongly to extent of student's
vocabulary. The relationship of vocabulary to reading
comprehension gets stronger as reading material becomes
more complex and the vocabulary becomes more extensive.
Vocabulary Instruction - ---Answers---Occurs through both
direct instruction (taught) and indirect instruction (everyday
life). Both are needed!
Provide visuals (G.O. and word walls) to introduce new words.
Reading comprehension - ---Answers---is the ability to
understand written text, and it ultimately occurs when
students translate written text into spoken text. (teach at all
grade levels)
,Reading comprehension Strategies
http://iris.peabody.vanderbilt.edu/module/rti03-
reading/cresource/what-components-comprise-high-quality-
reading-instruction/rti03_08/#content - ---Answers---
Prereading, during and after reading strategies at the website
listed
Examples are:
Click or Clunk with G.O. - DURING
Get the Gist - DURING (see
http://iriscenter.wpengine.com/module/rti03-
reading/cresource/how-is-high-quality-instruction-
integrated-into-the-rti-
approach/rti03_10/rti03_10learncentc/#content)
G.O. (story map, timelines, webs) - DURING
activating prior knowledge (KWL) - PRE
preteaching vocab words - PRE
Id'ing main ideas - AFTER
Summarizing - AFTER
reading-comprehension strategies will not prove effective
tools for learning if they are not combined with high-quality
teaching. What are some tips on how to effectively implement
reading comprehension? - ---Answers---Tips for Teaching
reading comp:
Make vocabulary instruction a major curriculum component.
,Teach comprehension strategies (e.g., summarization,
prediction, answering questions about text, and inferring word
meaning).
Use graphic organizers to help students grasp key concepts.
Require students to form inferences (e.g., Why do you think the
main character did that?).
Determine the reasons for students' comprehension
difficulties.
Decide whether students' weaknesses are related to word
decoding or to oral language comprehension.
ELL Students learning reading comprehension - ---Answers--
-http://iriscenter.wpengine.com/module/rti03-
reading/cresource/what-components-comprise-high-quality-
reading-instruction/rti03_09/#content
teach ELL students phonemic awareness - phonemes within a
word (individual sounds inside a word)
amount of time recommended by No Child Left Behind to
promote reading success. - ---Answers---include these
components in the 90-minute core reading block:
teaching reading for 90 minutes, doing so becomes more
manageable when:
Flexible grouping practices occur
Students understand and follow the routine
Features of high-quality instruction are employed
, When you change districts how long does it take to reestablish
tenure? - ---Answers---2 years
FBA (functional behavior assessment) - ---Answers---the
problem-solving process for addressing student problem
behavior
IDEA law is clear on FBA (300.530) - all behavior is purposeful
behavior is functionally related to the teaching environment
Hypothesis linked to FBA:
When this occurs.... The student does..... To get / avoid .....
MiBLsi - ---Answers---Michigan Integrated Behavior and
Learning Support Initiiative
State-wide grant, funded by MDE, designed to help schools
develop support systems in reading and behavior
Social Stories - ---Answers---describes situation, skill, or
concept in terms of social cues, perspectives, and common
responses in a specific defined style and format
Maslow's Hierarchy of Needs - ---Answers---Self -
Actualization (morality, acceptnce, prob-slvg, lack of
prejudice)
Esteem (self-esteem, achievemt, respecting&respect from
others)
Love / Belonging (friendship, family, sexual intimacy)
