TEST BANK
Assessing and Correcting Reading and Writing Difficulties, Updated Edition, 6th
Edition
By Thomas Gunning
M
PR
ES
SI
VE
G
R
AD
ES
, Table of Content
Chapter 1: Introduction to Literacy Difficulties
Chapter 2: Factors Involved in Reading and Writing Difficulties
Chapter 3: Overview of Assessment
M
Chapter 4: Placing Students and Monitoring Progress
PR
Chapter 5: Assessment of Reading and Writing Processes
Chapter 6: Assessment of Cognitive, School, and Home Factors
Chapter 7: Emergent Literacy and Prevention Programs
ES
Chapter 8: Teaching Phonics, High-Frequency Words, and Fluency
Chapter 9: Syllabic, Morphemic, Contextual, and Dictionary Strategies
Chapter 10: Building Vocabulary
SI
Chapter 11: Building Comprehension
Chapter 12: Reading to Learn and Remember in the Content Areas
VE
Chapter 13: Building Writing Strategies
Chapter 14: Tier II and III Programs for Students
Chapter 15: Organization of Intervention and Corrective Programs
G
Answer Key
R
Sample Answers for Constructed Responses
AD
ES
, YTREWQ
Chapter 1: Introduction to Literacy Difficulties
Multiple Choice
M
1.1 : The total percentage of students who have a reading difficulty is approximately
a. 10. b. 15. c. 25. d. 35.
1.2 : The percentage of students who have a serious reading difficulty is approximately
a. 1-3. b. 3-6. c. 5-8. d. 10-15.
PR
1.3 : Students most likely to be overlooked when a functional definition is used are
a. young students.
b. older students.
c. very bright underachievers.
d. students with low average ability.
ES
1.4 : About what percentage of students classified as having LD have a serious reading problem?
a. 60 b. 70 c. 80 d. 90
1.5 : Which of the following is an example of a discrepancy definition?
a. student reading 2 years below grade level
b. student reading 2 years below listening level
c. student who is unable to read classroom material
SI
d. older teenager unable to read work manuals
1.6 : What is the advantage of a response-to-intervention approach?
a. Students are given help sooner.
b. Students are accepted into special education quicker.
VE
c. Those students who are at risk will undergo less testing.
d. The classroom teacher has less responsibility for struggling readers.
1.7 : Which of the following is the best approach for struggling readers?
a. a bottom-up approach
b. a top-down approach
c. a part-whole approach
G
d. an interactive approach
1.8 : Poor readers should be given materials in which they know at least _% of the words.
a. 90 b. 95 c. 97 d. 99
R
1.9 : Most problem readers are referred because they have
a. attention problems.
b. comprehension problems.
AD
c. a slow reading rate.
d. decoding problems.
1.10 : Which of the following attributions is most typical of poor readers?
a. Success is due to luck, failure to lack of ability.
b. Success is due to effort, failure to lack of ability.
c. Success is due to ability, failure to lack of effort.
ES
d. Success is due to luck, failure to lack of effort.
55 Copyright © 2018 by Pearson Education, Inc.
, YTREWQ
1.11 According to Hanlon, deliberate practice includes
a. targeted activity that is on the appropriate level of challenge.
b. grade-level materials that are challenging.
c intensive, short-term practice with varied literacy materials.
d. independent projects chosen by the student.
M
1.12 : A major problem with the discrepancy definition is that
a. mostly bright students were identified.
b. a large percentage of students who had serious reading difficulties were not
PR
identified.
c. it is difficult to calculate.
d. often there is a delay in identifying students who have reading problems.
1.13 : Which of the following is an example of a student who should be provided Tier II
instruction?
a. Although given extra help by the classroom teacher, George has not caught up
ES
with his classmates.
b. After having been provided with extensive small group instruction, Kim has made
encouraging progress.
c. Cassandra is beginning to lag behind her classmates.
d. After being given extra help by the classroom teacher, Hannah is beginning to catch
up.
SI
1.14 : About what percentage of students have a severe reading disability?
a. 1% b. 3% c. 6% d.10%
1.15 : Which of the following would help a student overcome learned helplessness?
a. providing the student with easy tasks.
VE
b. sitting down with the student and providing help as requested.
c. telling the student he is smart and can do anything he puts his mind to.
d. providing help only when needed.
General Essay Question
G
What are the major principles of corrective instruction?
Specific Essay Questions
R
1. What is a functional definition of reading disability? What are the advantages and
disadvantages of a functional definition?
2. What is a discrepancy definition of reading disability? What are the advantages and
AD
disadvantages of a discrepancy definition?
3. What is the Response to Intervention approach to defining reading difficulties? What are the
advantages and disadvantages of a Response to Intervention approach to defining reading
difficulties?
4. What is an interactive view of corrective or intervention instruction?
ES
56 Copyright © 2018 by Pearson Education, Inc.
Assessing and Correcting Reading and Writing Difficulties, Updated Edition, 6th
Edition
By Thomas Gunning
M
PR
ES
SI
VE
G
R
AD
ES
, Table of Content
Chapter 1: Introduction to Literacy Difficulties
Chapter 2: Factors Involved in Reading and Writing Difficulties
Chapter 3: Overview of Assessment
M
Chapter 4: Placing Students and Monitoring Progress
PR
Chapter 5: Assessment of Reading and Writing Processes
Chapter 6: Assessment of Cognitive, School, and Home Factors
Chapter 7: Emergent Literacy and Prevention Programs
ES
Chapter 8: Teaching Phonics, High-Frequency Words, and Fluency
Chapter 9: Syllabic, Morphemic, Contextual, and Dictionary Strategies
Chapter 10: Building Vocabulary
SI
Chapter 11: Building Comprehension
Chapter 12: Reading to Learn and Remember in the Content Areas
VE
Chapter 13: Building Writing Strategies
Chapter 14: Tier II and III Programs for Students
Chapter 15: Organization of Intervention and Corrective Programs
G
Answer Key
R
Sample Answers for Constructed Responses
AD
ES
, YTREWQ
Chapter 1: Introduction to Literacy Difficulties
Multiple Choice
M
1.1 : The total percentage of students who have a reading difficulty is approximately
a. 10. b. 15. c. 25. d. 35.
1.2 : The percentage of students who have a serious reading difficulty is approximately
a. 1-3. b. 3-6. c. 5-8. d. 10-15.
PR
1.3 : Students most likely to be overlooked when a functional definition is used are
a. young students.
b. older students.
c. very bright underachievers.
d. students with low average ability.
ES
1.4 : About what percentage of students classified as having LD have a serious reading problem?
a. 60 b. 70 c. 80 d. 90
1.5 : Which of the following is an example of a discrepancy definition?
a. student reading 2 years below grade level
b. student reading 2 years below listening level
c. student who is unable to read classroom material
SI
d. older teenager unable to read work manuals
1.6 : What is the advantage of a response-to-intervention approach?
a. Students are given help sooner.
b. Students are accepted into special education quicker.
VE
c. Those students who are at risk will undergo less testing.
d. The classroom teacher has less responsibility for struggling readers.
1.7 : Which of the following is the best approach for struggling readers?
a. a bottom-up approach
b. a top-down approach
c. a part-whole approach
G
d. an interactive approach
1.8 : Poor readers should be given materials in which they know at least _% of the words.
a. 90 b. 95 c. 97 d. 99
R
1.9 : Most problem readers are referred because they have
a. attention problems.
b. comprehension problems.
AD
c. a slow reading rate.
d. decoding problems.
1.10 : Which of the following attributions is most typical of poor readers?
a. Success is due to luck, failure to lack of ability.
b. Success is due to effort, failure to lack of ability.
c. Success is due to ability, failure to lack of effort.
ES
d. Success is due to luck, failure to lack of effort.
55 Copyright © 2018 by Pearson Education, Inc.
, YTREWQ
1.11 According to Hanlon, deliberate practice includes
a. targeted activity that is on the appropriate level of challenge.
b. grade-level materials that are challenging.
c intensive, short-term practice with varied literacy materials.
d. independent projects chosen by the student.
M
1.12 : A major problem with the discrepancy definition is that
a. mostly bright students were identified.
b. a large percentage of students who had serious reading difficulties were not
PR
identified.
c. it is difficult to calculate.
d. often there is a delay in identifying students who have reading problems.
1.13 : Which of the following is an example of a student who should be provided Tier II
instruction?
a. Although given extra help by the classroom teacher, George has not caught up
ES
with his classmates.
b. After having been provided with extensive small group instruction, Kim has made
encouraging progress.
c. Cassandra is beginning to lag behind her classmates.
d. After being given extra help by the classroom teacher, Hannah is beginning to catch
up.
SI
1.14 : About what percentage of students have a severe reading disability?
a. 1% b. 3% c. 6% d.10%
1.15 : Which of the following would help a student overcome learned helplessness?
a. providing the student with easy tasks.
VE
b. sitting down with the student and providing help as requested.
c. telling the student he is smart and can do anything he puts his mind to.
d. providing help only when needed.
General Essay Question
G
What are the major principles of corrective instruction?
Specific Essay Questions
R
1. What is a functional definition of reading disability? What are the advantages and
disadvantages of a functional definition?
2. What is a discrepancy definition of reading disability? What are the advantages and
AD
disadvantages of a discrepancy definition?
3. What is the Response to Intervention approach to defining reading difficulties? What are the
advantages and disadvantages of a Response to Intervention approach to defining reading
difficulties?
4. What is an interactive view of corrective or intervention instruction?
ES
56 Copyright © 2018 by Pearson Education, Inc.
