MTTC - LEARNING DISABILITIES
(PRACTICE TEST) EXAM GUIDE WITH
CORRECT ANSWERS
Shawna is an English language learner who has a learning disability in basic reading
skills. Which of the following situations would make it particularly difficult for Shawna to
develop phonemic awareness in English? - Answer-Certain English sounds do not
occur in Shawna's primary language
Which of the following students is most likely demonstrating difficulty in reading fluency?
- Answer-Marta, who can decode most grade-level words but reads grade-level test
haltingly with frequent repetitions and self-corrections
Rosa is a third-grade student with a learning disability in written expression that affects
her handwriting. Mr. Jackson, the teacher of students with learning disabilities, notices
that Rosa is struggling with writing difficult letters such as q and y. According to
research, which of the following approaches to teaching letter formation is likely to be
most effective for supporting Rosa's handwriting development? - Answer-Mr. Jackson
says the steps aloud as he models the formation of each target letter on paper while
Rosa observes and then practices writing each letter on her own
Ms. Lui is a high school teacher of students with learning disabilities. One of her ninth-
grade students, Nathan, has a learning disability in reading comprehension as well as
an obsessive-compulsive disorder (OCD). He attends general education classes for the
majority of the school day and works with Ms. Lui in the resource room for one period
each day. During a recent team meeting, two of Nathan's general education teacher
voiced concerns regarding the overall effect of Nathan's behavior in their classrooms. In
particular, Nathan's classmates do not like to work with him on small-group projects and
activities because he never completes his share of the assigned tasks. Instead, he
keeps redoing the same task repeatedly, often for the entire class period. Which of the
following steps should Nathan's general education teachers take first in promoting
Nathan's ability to work cooperatively with peers? - Answer-Teach Nathan a cue that his
teachers will give to identify when it is time for him to stop focusing on one task and
move on to the next
Mr. Kolinsky, an eighth-grade resource teacher of students with learning disabilities, is
concerned about Jacqueline, a student in his morning reading class. In addition to
learning disabilities related to basic reading skills and reading comprehension,
Jacqueline has attention-deficit/hyperactivity disorder (ADHD). Mr. Kolinsky notices that
Jacqueline has recently begun disrupting class on a regular basis. Mr. Kolinsky
discusses his observations with Jacqueline's parents and then arranges a meeting of
her Individualized Education Program (IEP) team. The team decides to conduct a
functional behavioral assessment. Which of the following steps should the team take
(PRACTICE TEST) EXAM GUIDE WITH
CORRECT ANSWERS
Shawna is an English language learner who has a learning disability in basic reading
skills. Which of the following situations would make it particularly difficult for Shawna to
develop phonemic awareness in English? - Answer-Certain English sounds do not
occur in Shawna's primary language
Which of the following students is most likely demonstrating difficulty in reading fluency?
- Answer-Marta, who can decode most grade-level words but reads grade-level test
haltingly with frequent repetitions and self-corrections
Rosa is a third-grade student with a learning disability in written expression that affects
her handwriting. Mr. Jackson, the teacher of students with learning disabilities, notices
that Rosa is struggling with writing difficult letters such as q and y. According to
research, which of the following approaches to teaching letter formation is likely to be
most effective for supporting Rosa's handwriting development? - Answer-Mr. Jackson
says the steps aloud as he models the formation of each target letter on paper while
Rosa observes and then practices writing each letter on her own
Ms. Lui is a high school teacher of students with learning disabilities. One of her ninth-
grade students, Nathan, has a learning disability in reading comprehension as well as
an obsessive-compulsive disorder (OCD). He attends general education classes for the
majority of the school day and works with Ms. Lui in the resource room for one period
each day. During a recent team meeting, two of Nathan's general education teacher
voiced concerns regarding the overall effect of Nathan's behavior in their classrooms. In
particular, Nathan's classmates do not like to work with him on small-group projects and
activities because he never completes his share of the assigned tasks. Instead, he
keeps redoing the same task repeatedly, often for the entire class period. Which of the
following steps should Nathan's general education teachers take first in promoting
Nathan's ability to work cooperatively with peers? - Answer-Teach Nathan a cue that his
teachers will give to identify when it is time for him to stop focusing on one task and
move on to the next
Mr. Kolinsky, an eighth-grade resource teacher of students with learning disabilities, is
concerned about Jacqueline, a student in his morning reading class. In addition to
learning disabilities related to basic reading skills and reading comprehension,
Jacqueline has attention-deficit/hyperactivity disorder (ADHD). Mr. Kolinsky notices that
Jacqueline has recently begun disrupting class on a regular basis. Mr. Kolinsky
discusses his observations with Jacqueline's parents and then arranges a meeting of
her Individualized Education Program (IEP) team. The team decides to conduct a
functional behavioral assessment. Which of the following steps should the team take
