ILTS 290 EXAM QUESTIONS WITH
COMPLETE SOLUTIONS
Which |of |the |following |milestones |of |cognitive |development |have |most |three-and |four-year-
olds |acheived?
A: |Distinguishing |between |left |and |right
B: |Stating |the |months |of |the |year |in |correct |order
C: |Understanding |of |past |and |present
D: |Reading |text |accurately |from |a |picture |book
C: |Understanding |of |past |and |present
Which |of |the |following |utterances |made |by |a |six-year-old |is |most |closely |associated |with |a |
speech |impairment?
A: |"I |goed |swimming |yesterday." |(I |went |swimming |yesterday
B: |"Yoot |a |de |bue |tain." |(Look |at |the |blue |train.)
C: |"I |saw |a |wabbit." |(I |saw |a |rabbit.)
D: |"My |mommy |loves |fishes." |(My |mommy |loves |fish.)
B: |"Yoot |at |de |bue |tain." |(Look |at |the |blue |train.)
Which |of |the |following |developmental |milestones |of |communication |is |most |closely |related |to
|a |typically |developing |five-month-old |infant?
,A: |following |one-step |directions |(e.g., |"Roll |the |ball.")
B: |pointing |to |body |parts |when |prompted |(e.g., |"Where's |your |nose?")
C: |saying |one |or |two |words |(e.g., |Mommy)
D: |making |babbling |sounds |(e.g., |dadada)
D: |making |babbling |sounds |(e.g., |dadada)
A |high |school |student |with |moderate |autism |spectrum |disorder |(ASD) |may |likely |require |
additional |support |in |which |of |the |following |areas |of |social-emotional |development?
A: |responding |in |an |expected |way |to |the |facial |expressions |of |others
B: |expressing |positive |emotional |reactions |to |situations
C: |engaging |in |high-interest |tasks |for |extended |periods |of |time
D: |separating |from |family |members |at |the |beginning |of |the |school |day
A: |responding |in |an |expected |way |to |the |facial |expressions |of |others
Which |of |the |following |emotional |responses |to |accidentally |breaking |a |toy |would |be |typical |of
|a |two-year-old |child |who |is |developing |along |expected |timelines?
A: |refusing |to |continue |playing |for |the |rest |of |the |day
B: |crying |and |asking |for |the |toy |to |be |fixed
C: |displaying |fearfulness |of |the |adult |who |provided |the |toy
D: |becoming |withdrawn |and |unresponsive |to |attempts |to |engage
B: |crying |and |asking |for |the |toy |to |be |fixed
,Which |of |the |following |processes |for |learning |across |domains |best |supports |early |elementary |
school |students' |development?
A: |teaching |students |explicit |academic |skills |to |work |on |for |a |specified |number |of |minutes |a |
day
B: |ensuring |students |are |meeting |expected |developmental |milestones |at |the |same |rate
C: |encouraging |students |to |review |new |content |learning |independently |each |day
D: |engaging |students |in |frequent |unstructured |play |and |exploration
D: |engaging |students |in |frequent |unstructured |play |and |exploration
A |young |child |is |exposed |to |rich, |meaningful |conversations |and |engages |in |many |discussions |
with |family |members. |This |will |most |likely |support |the |child's |development |in |which |of |the |
following |areas |of |literacy |development?
A: |phonemic |awareness
B: |reading |fluency
C: |vocabulary |knowledge
D: |reading |comprehension
C: |vocabulary |knowledge
A |second-grade |student |recently |arrived |from |another |country |to |the |US. |The |students |
demonstrates |a |speech |sound |disorder |when |speaking |their |home |languages, |which |had |a |
different |alphabetic |system |than |English. |As |a |results |of |these |factors, |which |of |the |following |
language |milestones |will |be |most |directly |impacted |when |the |student |learns |English?
, A: |accurately |decoding |written |words
B: |acquiring |the |meaning |of |social |vocabulary
C: |using |appropriate |greetings |with |teachers |and |peers
D: |understanding |one- |and |two-step |directions
A: |accurately |decoding |written |words
Which |of |the |following |descriptions |best |characterizes |a |student |with |a |developmental |delay?
A: |A |15-year-old |resists |changes |in |the |daily |routine |and |refuses |to |complete |transitions.
B: |A |12-year-old |struggles |to |retain |the |meaning |of |academic |vocabulary
C: |A |10-year-old |develops |physical |symptoms |associated |with |fear |and |anxiety
D: |A |5-year-old |does |not |yet |understand |the |concept |of |counting |or |sorting |objects |by |color
D: |A |5-year-old |does |not |yet |understand |the |concept |of |counting |or |sorting |objects |by |color
A |six-year-old |student |with |mixed |hearing |loss |often |struggled |to |hear |some |word |endings. |
Which |of |the |following |challenged |related |to |language |development |may |the |student |face |as |a
|result?
A: |misinterpreting |the |facial |expressions |and |gestures |of |others
B: |struggling |to |understand |the |concept |of |letter-sound |associations
C: |misunderstanding |and |misusing |verb |tenses |and |plural |word |forms
D: |comprehending |orally |presented |information |with |many |details
C: |misunderstanding |and |misusing |verb |tenses |and |plural |word |forms
COMPLETE SOLUTIONS
Which |of |the |following |milestones |of |cognitive |development |have |most |three-and |four-year-
olds |acheived?
A: |Distinguishing |between |left |and |right
B: |Stating |the |months |of |the |year |in |correct |order
C: |Understanding |of |past |and |present
D: |Reading |text |accurately |from |a |picture |book
C: |Understanding |of |past |and |present
Which |of |the |following |utterances |made |by |a |six-year-old |is |most |closely |associated |with |a |
speech |impairment?
A: |"I |goed |swimming |yesterday." |(I |went |swimming |yesterday
B: |"Yoot |a |de |bue |tain." |(Look |at |the |blue |train.)
C: |"I |saw |a |wabbit." |(I |saw |a |rabbit.)
D: |"My |mommy |loves |fishes." |(My |mommy |loves |fish.)
B: |"Yoot |at |de |bue |tain." |(Look |at |the |blue |train.)
Which |of |the |following |developmental |milestones |of |communication |is |most |closely |related |to
|a |typically |developing |five-month-old |infant?
,A: |following |one-step |directions |(e.g., |"Roll |the |ball.")
B: |pointing |to |body |parts |when |prompted |(e.g., |"Where's |your |nose?")
C: |saying |one |or |two |words |(e.g., |Mommy)
D: |making |babbling |sounds |(e.g., |dadada)
D: |making |babbling |sounds |(e.g., |dadada)
A |high |school |student |with |moderate |autism |spectrum |disorder |(ASD) |may |likely |require |
additional |support |in |which |of |the |following |areas |of |social-emotional |development?
A: |responding |in |an |expected |way |to |the |facial |expressions |of |others
B: |expressing |positive |emotional |reactions |to |situations
C: |engaging |in |high-interest |tasks |for |extended |periods |of |time
D: |separating |from |family |members |at |the |beginning |of |the |school |day
A: |responding |in |an |expected |way |to |the |facial |expressions |of |others
Which |of |the |following |emotional |responses |to |accidentally |breaking |a |toy |would |be |typical |of
|a |two-year-old |child |who |is |developing |along |expected |timelines?
A: |refusing |to |continue |playing |for |the |rest |of |the |day
B: |crying |and |asking |for |the |toy |to |be |fixed
C: |displaying |fearfulness |of |the |adult |who |provided |the |toy
D: |becoming |withdrawn |and |unresponsive |to |attempts |to |engage
B: |crying |and |asking |for |the |toy |to |be |fixed
,Which |of |the |following |processes |for |learning |across |domains |best |supports |early |elementary |
school |students' |development?
A: |teaching |students |explicit |academic |skills |to |work |on |for |a |specified |number |of |minutes |a |
day
B: |ensuring |students |are |meeting |expected |developmental |milestones |at |the |same |rate
C: |encouraging |students |to |review |new |content |learning |independently |each |day
D: |engaging |students |in |frequent |unstructured |play |and |exploration
D: |engaging |students |in |frequent |unstructured |play |and |exploration
A |young |child |is |exposed |to |rich, |meaningful |conversations |and |engages |in |many |discussions |
with |family |members. |This |will |most |likely |support |the |child's |development |in |which |of |the |
following |areas |of |literacy |development?
A: |phonemic |awareness
B: |reading |fluency
C: |vocabulary |knowledge
D: |reading |comprehension
C: |vocabulary |knowledge
A |second-grade |student |recently |arrived |from |another |country |to |the |US. |The |students |
demonstrates |a |speech |sound |disorder |when |speaking |their |home |languages, |which |had |a |
different |alphabetic |system |than |English. |As |a |results |of |these |factors, |which |of |the |following |
language |milestones |will |be |most |directly |impacted |when |the |student |learns |English?
, A: |accurately |decoding |written |words
B: |acquiring |the |meaning |of |social |vocabulary
C: |using |appropriate |greetings |with |teachers |and |peers
D: |understanding |one- |and |two-step |directions
A: |accurately |decoding |written |words
Which |of |the |following |descriptions |best |characterizes |a |student |with |a |developmental |delay?
A: |A |15-year-old |resists |changes |in |the |daily |routine |and |refuses |to |complete |transitions.
B: |A |12-year-old |struggles |to |retain |the |meaning |of |academic |vocabulary
C: |A |10-year-old |develops |physical |symptoms |associated |with |fear |and |anxiety
D: |A |5-year-old |does |not |yet |understand |the |concept |of |counting |or |sorting |objects |by |color
D: |A |5-year-old |does |not |yet |understand |the |concept |of |counting |or |sorting |objects |by |color
A |six-year-old |student |with |mixed |hearing |loss |often |struggled |to |hear |some |word |endings. |
Which |of |the |following |challenged |related |to |language |development |may |the |student |face |as |a
|result?
A: |misinterpreting |the |facial |expressions |and |gestures |of |others
B: |struggling |to |understand |the |concept |of |letter-sound |associations
C: |misunderstanding |and |misusing |verb |tenses |and |plural |word |forms
D: |comprehending |orally |presented |information |with |many |details
C: |misunderstanding |and |misusing |verb |tenses |and |plural |word |forms
