Self-Assessment Questions

This section provides a review. Mark each statement on the Answer Sheet according to the factual materials contained in this issue and the opinions of the authors.

Article One (pp. 5–16)

1. Which statement best describes the 5S Framework of intervention?

   • It is a last resort to be utilized only after traditional intervention has failed.

   • It is a balanced intervention approach that can applied to adolescents and young adults struggling with spoken and written language.

   • Working on strategies is the most important element to consider.

   • There is an exact formula for applying the 5S intervention.

2. Which statement best characterizes who could benefit from the 5S approach?

   • Adolescents and young adults with language impairment

   • Only children who have not developed spoken communication

   • Younger elementary school-aged children

   • Children who have a specific level of cognitive impairment

3. Which elements of therapy can facilitate high levels of student buy-in?

   • Progress monitoring and explicit feedback

   • Counseling

   • Problem-solving discussions

   • All of the above

4. Goals to improve underlying language weaknesses refer to which S of the framework?

   • School

   • Student-buy in

   • Skills

   • Strategies

5. The challenges of the adolescent and young adult population include

   • motivation and perceptions of self-efficacy

   • rising academic demands

   • frustration from years of struggle

   • all of the above

   Article Two (pp. 17–30)

6. The following are attributes of effective reading comprehension instruction for typical learners except

   • explicit vocabulary instruction

   • direct and explicit comprehension strategy instruction

   • opportunities for extended discussion of text meaning and interpretation

   • increasing student motivation and engagement in literacy learning

   • independently reading texts and writing answers to content questions

7. A comprehension strategy is all the following except

   • a heuristic

   • a detailed, lengthy procedure

   • a short-term, general problemsolving procedure

   • a way of guiding attentional focus

   • a way of highlighting information

8. Teaching strategies and learning strategies differ on all the following except

   • a learning strategy is applied independently by the student

   • a learning strategy is scaffolded from teacher control to student control

   • a teaching strategy is an instructional procedure

   • a teaching strategy remains under teacher control

   • graphical organizers are teaching strategies, not learning strategies

9. Cognitive modeling involves the instructor

   • reading aloud and stopping to talk about the use of a targeted strategy as it occurs

   • scaffolding use of a strategy from structured activities into subject area reading

   • selecting texts for comprehension instruction that match the strategy being taught

   • showing how the commonality in detail sentences reveal the main idea of a paragraph

   • setting up opportunities for repeated learning, practice, and application of strategies

10. Teaching use of a look-back strategy involves all the following except

    • guiding students to judge whether the answer to a text question is in their heads

    • showing how to read each sentence in a likely section for the needed information

    • telling the students that this a special strategy designed for weak readers

    • modeling noticing headings and skimming to look for likely sections of text

    • guiding students to use the lookback strategy in their own study activities

    Article Three (pp. 31–41)

11. Which of the following morphological forms develops earlier in morphological awareness tasks?

    • The suffix plural -s (inflectional morphology)

    • The suffix -er as in teacher (derivational morphology)

    • The prefix re- as in return (derivational morphology)

    • The suffix -tion as in vacation (derivational morphology)

12. In tasks of morphological awareness, relationship transparency is considered opaque when

    • there are no changes phonologically or orthographically between a base word and a derived form (e.g., swim—swimming)

    • there is a shift either phonologically and/or orthographically between a base word and the derived form (e.g., five—fifth)

    • the base word of a derived word is rare or occurs infrequently in a language

    • the base word of a derived word is common or occurs frequently in a language

13. How can spelling analysis provide an ideal way to assess morphological awareness?

    • This task allows for the assessment of morphological awareness out of context.

    • This task allows for the assessment of students' reading comprehension abilities.

    • This task is a norm-referenced standardized measure.

    • This task provides insight regarding the application of a morphological awareness strategy in writing production.

14. Ideal morphological awareness intervention found to improve language and literacy skills for students with language literacy deficits includes

    • general implicit activities where morphological awareness is mentioned

    • memorization of morphemes and base words

    • gamelike activities where the student is not aware that morphology is the focus

    • explicit activities that require active reflection on morphological word parts and patterns linked to language and literacy contexts

15. Morphological links can be made to functional language contexts by

    • drilling morphological patterns

    • linking the focus of morphological awareness to Common Core vocabulary instruction

    • talking about morphological relationships

    • completing word sorts with note cards

    Article Four (pp. 42–49)

16. In this article, the authors report that students, who struggle with language-based learning disabilities

    • do not have the same educational and career goals as their typical peers

    • are best served by accommodations when they enter college/university settings

    • can benefit substantially from language intervention in their college years

    • should pursue coursework in speech-language pathology

17. The “win-win” in this article refers to

    • providing language services to college students while simultaneously training speech-language graduate students

    • providing speech-language graduate students, who have languagebased learning disabilities, with needed intervention

    • encouraging college students with language-based learning disabilities to pursue graduate degrees in speech-language pathology

    • providing language services to students with language-based learning disabilities during their school-age and college years

18. The authors seem to suggest that the process of working with speechlanguage graduate students in university language clinics is

    • easy, rewarding and a way to help them learn about practice management and working collaboratively

    • labor intensive, but worthwhile in terms of the depth of knowledge they gain and can use with future clients and transmit to future clinicians

    • important for recruiting undergraduate students into the field of speech-language pathology

    • fun, but not as beneficial as teaching them about literacy through their graduate coursework

19. A third potential “win” discussed in this article is

    • the opportunity to collect data and carry out research

    • the opportunity to teach professors across the university about language- based learning disabilities

    • the opportunity to recruit future speech-language pathologists

    • the opportunity to generate more money for university clinics

20. In the data reported, the authors found that

    • most of the participants did not struggle with reading comprehension

    • most of the participants who struggled with reading comprehension also had underlying deficits in spoken language comprehension

    • all of the participants had been diagnosed in their school-age years

    • none of the participants had difficulties with word reading and/or spelling

    Article Five (pp. 50–59)

21. Which language-related domain tends to be a particular area of concern for individuals with Down syndrome?

    • Verbal memory

    • Visual patterning

    • Auditory short term memory

    • Both A and B

    • None of the above

22. Individuals with Down syndrome tend to have hearing difficulties with

    • auditory processing

    • sensorineural hearing loss

    • conductive hearing loss

    • B and C

    • none of the above

23. Which domain tends to be a strength for adolescents and young adults with Down syndrome?

    • Semantics

    • Reading comprehension

    • Morphosyntax

    • Decoding

    • Phonology

24. Which domain tends to be the most impaired for adolescents and young adults with Down syndrome?

    • Semantics

    • Pragmatics

    • Morphosyntax

    • Visual memory

    • Phonology

25. Which of the following strategies facilitates oral and written language development for adolescents and young adults with Down syndrome?

    • Modeling

    • Predicting

    • Using recasts

    • Activating prior knowledge

    • All of the above

    Article Six (pp. 60–73)

26. Which problem is most likely to cause difficulty with complex reading for adolescents with traumatic brain injury?

    • Oculomotor impairment

    • Vestibular impairment

    • Working memory impairment

    • Chronic pain

    • Anxiety

27. Which of the following interventions would likely be the most beneficial reading intervention for an adolescent with traumatic brain injury?

    • Repeated oral readings

    • Sight word instruction

    • The Wilson Reading System

    • Metacognitive strategy instruction

    • Text-to-speech software

28. Reading and writing difficulties in adolescents after traumatic brain injury are most commonly related to

    • fundamental language impairments

    • decoding difficulties

    • word fluency

    • underlying cognitive impairments

    • phonological impairments

29. Intervention for reading and writing difficulties in adolescents after traumatic brain injury should

    • focus on impairment level goals, such as reading word lists

    • be driven by an assessment of the student's abilities and the demands of their environment

    • be based on easily accessible programs available to the clinician or school district

    • ensure that the student no longer requires compensatory supports for success at academic tasks

    • reflect goals set by the clinician that target areas easily tested using normed, standardized assessments

30. Which of the following is true of adolescents and adults with traumatic brain injury?

    • Reading continues to be difficult even after intervention for most adolescents and adults with traumatic brain injury across all genres.

    • All learners benefit from audio recordings of books and text.

    • Reading and writing are most important in academic settings, but rarely pose difficulty in work settings.

    • Narrative texts are far more commonly encountered by students and require more elaborate intervention techniques.

    • Individual reading and writing difficulties vary depending on factors such as age.

    Article Seven (pp. 74–86)

31. What statement best describes the prevalence of speech, language, and communication needs (SLCNs) in mainstream primary and secondary schools in the England?

    • SLCN is the most prevalent special educational need (SEN) in mainstream primary and secondary school in England.

    • The prevalence of SLCNs is consistent across mainstream primary and secondary schools in England.

    • SLCN is the most prevalent SEN in mainstream primary schools in England, and is the fourth most prevalent in mainstream secondary schools in England.

    • SLCN is the most prevalent SEN in mainstream secondary schools and is less prevalent in mainstream primary schools in England.

32. The Department for Education in England is introducing the Health and Care Plan in September 2014. The plan

    • replaces the Statement of Special Educational Needs

    • is for pupils with the most severe and complex special educational needs

    • is part of the Special Educational Needs and Disabilities reforms in England

    • all of the above

33. Research exploring the trajectories of children with SLCNs over time has shown that

    • a quarter of pupils who started in primary school with SLCNs moved into the category of Behavior Emotional and Social Difficulties in secondary school

    • approximately one-fifth of pupils who fell in the category of SLCNs in primary school moved into the category of moderate learning difficulty or specific learning difficulty in secondary school

    • pupils stayed consistently in their original diagnostic categories across their schooling

    • more than 50% of pupils with SLCNs in primary school moved into a non-SEN category in secondary school

34. In the survey by Pring et al (2012) of pediatric speech and language therapists, indirect forms of intervention were seen by speech and language therapists as

    • important to do in conjunction with direct intervention

    • ineffective and not appropriate when working with pupils with SLCNs

    • an excellent form of intervention that therapists wanted to do more of

    • beneficial only when the pupils have severe and complex SLCNs

35. The Special Educational Needs and Disability reforms starting in September 2014 include

    • improved ways of working collaboratively between the health, education, and social care settings

    • increased input from service users and greater choice for them

    • an extension of care from 18 to 25 years

    • all of the above