STR Exam Questions With New
Update Solutions
/. Asset-Based Approach - Answer-✅-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: - Answer-✅focuses on students' shortcomings.
/.instructional strategies that work well in an asset-based teaching approach: - Answer-
✅-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 - Answer-✅-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: - Answer-✅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: - Answer-✅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: - Answer-✅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: - Answer-✅attention deficit
hyperactivity disorder (ADHD) and specific developmental language disorders, like
dysgraphia.
/.dysgraphia: - Answer-✅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: - Answer-✅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 - Answer-✅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: - Answer-✅-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.
Update Solutions
/. Asset-Based Approach - Answer-✅-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: - Answer-✅focuses on students' shortcomings.
/.instructional strategies that work well in an asset-based teaching approach: - Answer-
✅-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 - Answer-✅-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: - Answer-✅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: - Answer-✅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: - Answer-✅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: - Answer-✅attention deficit
hyperactivity disorder (ADHD) and specific developmental language disorders, like
dysgraphia.
/.dysgraphia: - Answer-✅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: - Answer-✅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 - Answer-✅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: - Answer-✅-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.
