Sped MoCA Practice Questions Part 2

Which of the following behaviors best indicates that the student has begun to gain an understanding of letter-sound relationships? a. A student writes HWG and tells the teacher it says "dragon." b. A student writes T when the teacher asks her to write the letter T. c. A student writes KR and tells his teacher that it says "car." D. A student name Lucy writes LUCY on a painting she has just finished. - ANS c. A student writes KR and tells his teacher that it says "car." A student who understands letter-sound relationships recognizes that letters represent certain sounds. In response C, the student demonstrates understanding of the first and last sound in the word car. Even though the student does not spell the word correctly, the student does realize that car begins with a /k/ sound and ends with a /r/ sound. A student with a mild intellectual disability can recite and recognize all the letters individually. The student also recognizes several sight words. However, the student does not yet understand the alphabetic principle. Which of the following activities would best promote the student's development in this area? a. Helping the student choose pictures of favorite people or objects to create an alphabet book. b. Having the student name the letters in familiar sight words in order from left to right. c. Involving the student in a variety of gross- and fine-motor activities that reinforce letter shapes. d. Asking the student to arrange scrambled sets of letters into alphabetical order. - ANS a. Helping the student choose pictures of favorite people or objects to create an alphabet book. If a student does not understand the alphabetic principle, the student will demonstrate difficulty identifying the relationship between specific written letters and their corresponding spoken sounds. Having the student create an alphabet book in which the student selects people or objects to represent the beginning sound of each letter will help the student begin to make these associations. The student will remember the names of the people and objects selected for the book and will see the corresponding letter that begins each name. Teaching student with learning disabilities how to use concept mapping in content-area assignments would likely be successful because it develops which of the following academic skills? a. Attending to specific details b. Distinguishing fact from opinion c. Adjusting reading rate d. Visualizing the structure of knowledge - ANS d. Visual