ILTS 155: Learning Behavior Specialist Exam| Questions with Complete Solutions 100%
Verified| Latest Update Graded A+
Linguistic Approach Whole-word approach: words are taught in families as a whole (e.g. cat,
pat, rat), focus on words instead of isolated sounds, similar spelling patterns and irregular
spelling taught as sight words
Advantages: student learns reading is talking written down, develops sense of sentence
structure, consistent visual patterns of lesson guides from familiar to progressively more
difficult words
Disadvantages: extremely controlled vocab, emphasis on auditory memory skills and use of
nonsense words
Whole-Language Approach -taught as a holistic, meaning-oriented activity and not broken
down into collection of skills
-relies heavily on printed matter and literature selected for a particular purpose
-seeks to develop instruction in real problems and ideas
-phonics not tuaght in systemic way; assumed to develop concurrently with exposure to print
-writing as compliment to reading
-criticized for lack of instruction in specific skill strategies
--- when working with LD kids, more direct instruction may be needed to develop the word-
recognition skills neccessary for achieving comprehension
Language experience approach -similar to whole language; literature is emphasized,
students encouraged to write about experiences
-BUT written language is seen as secondary system to oral language- whole language treats
them as one structure
-used with beginner readers and older readers for corrective instruction
-reading skills are developed alongside listening speaking and writing
,philosophy: what they think about they can talk about, what they say they can write or have
someone write, what students written or have someone write, they can read
-progress evaluated in terms of change of written and oral expression and mechanics
Advantages: motivates and engages student interest
Disadvantage: no set method of evaluation
Individualized reading approach -select own reaiding material according to interest and
ability--> are able to progress at their own indv rates
-word recognition and comprehension are taught as needed
-teacher helps with errors and prescribing material but students are main agents
-individual work supplemented with group basal reader activity and workbooks
-Lack of systematic check and emphasis on self-learning may be disadvantage
Word attack skills techniques that enable student to decode an unknown word so they can
pronounce and understand it in the right context
-included in the area of phonics, strucutral analysis, contextual and configuration clues,
decoding
Comprehension should be evaluted according to -past experience of reader
-content of passage
-syntax of passage
-vocab of passage
-oral language comprehension of student
-Questions being asked to assess comprehension
Strategies to assist silent reading -preparing activities or questions pertaining to passage
-allow time for pleasurable reading
,Print awareness is necessary to know we read from left to right
to understand what happens when you reach the end of the page
assessment: pretend youre the teacher and show me with your finger how to read. point to the
word im saying; begins with the same letter but one is significantly longer
Big Five Skills For REading Phonemic awareness, phonics, fluency, comprehension,
vocabulary (pervasive across all areas of reading; not sequential)
Understanding math Four processes involved in basic number concepts:
-Describing= characterizing objects, sets, events in terms of attributes (all tigers and cats are
kitties)
-Classifying= sorting objects, sets, events in terms of one or more criterion (black vs white
kitties)
-Comparing= determining whether two objects, sets, events, are similar or different according
to a specified attribute (differentiating boys and girls because of genitals)
-Ordering= comparing two or more objects, set, events (ordering children based on age or
height)
Math Concepts learned before school -equalizing: making two or more things similar
-joining: combining to or more things to make one thing
-separating: breaking apart one thing to make multiple
-measuring: attaching a number to an attribute
patterns: recognizing, developing, repeating patterns
concepts typically not understood prior to instruction -understanding and working with
numbers larger than 10, part-whole concept, numerical notation: place value, additive system,
0
, sequence of math understand Concrete= demonstrating 3+4=7 using buttons
Semi-concrete= using pictures of buttons
Abstract= student solves problem without manipulatives
Best for LD kids -direct instruction from teacher is better in this case over peer instruction
-teaching problem solving strategies is more effective than using rote practice
-concrete instruction is better than problem solving skills
-engaging students as active participants is awesome
-well planned cooperative learning activities can offer meaningful practice and improvement
Skills necessary for problem solving -identifying main idea
-main question of problem
-identifying important facts
-choosing the strategy and operation
-solving the problem
problem solving is the process of applying prior experience to new situations How to adapt
for disabilities: allot time for development, make sure prerequisite skills are there, use error
analysis to diagnose difficulty areas, teach appropriate terminology, have them estimate
answers
Vocational Educational programs -prepare students for entry into occupations of labor force
and helps them become self-sufficient , self-supporting citizens
based on:
--students need specific traning in job skills
Verified| Latest Update Graded A+
Linguistic Approach Whole-word approach: words are taught in families as a whole (e.g. cat,
pat, rat), focus on words instead of isolated sounds, similar spelling patterns and irregular
spelling taught as sight words
Advantages: student learns reading is talking written down, develops sense of sentence
structure, consistent visual patterns of lesson guides from familiar to progressively more
difficult words
Disadvantages: extremely controlled vocab, emphasis on auditory memory skills and use of
nonsense words
Whole-Language Approach -taught as a holistic, meaning-oriented activity and not broken
down into collection of skills
-relies heavily on printed matter and literature selected for a particular purpose
-seeks to develop instruction in real problems and ideas
-phonics not tuaght in systemic way; assumed to develop concurrently with exposure to print
-writing as compliment to reading
-criticized for lack of instruction in specific skill strategies
--- when working with LD kids, more direct instruction may be needed to develop the word-
recognition skills neccessary for achieving comprehension
Language experience approach -similar to whole language; literature is emphasized,
students encouraged to write about experiences
-BUT written language is seen as secondary system to oral language- whole language treats
them as one structure
-used with beginner readers and older readers for corrective instruction
-reading skills are developed alongside listening speaking and writing
,philosophy: what they think about they can talk about, what they say they can write or have
someone write, what students written or have someone write, they can read
-progress evaluated in terms of change of written and oral expression and mechanics
Advantages: motivates and engages student interest
Disadvantage: no set method of evaluation
Individualized reading approach -select own reaiding material according to interest and
ability--> are able to progress at their own indv rates
-word recognition and comprehension are taught as needed
-teacher helps with errors and prescribing material but students are main agents
-individual work supplemented with group basal reader activity and workbooks
-Lack of systematic check and emphasis on self-learning may be disadvantage
Word attack skills techniques that enable student to decode an unknown word so they can
pronounce and understand it in the right context
-included in the area of phonics, strucutral analysis, contextual and configuration clues,
decoding
Comprehension should be evaluted according to -past experience of reader
-content of passage
-syntax of passage
-vocab of passage
-oral language comprehension of student
-Questions being asked to assess comprehension
Strategies to assist silent reading -preparing activities or questions pertaining to passage
-allow time for pleasurable reading
,Print awareness is necessary to know we read from left to right
to understand what happens when you reach the end of the page
assessment: pretend youre the teacher and show me with your finger how to read. point to the
word im saying; begins with the same letter but one is significantly longer
Big Five Skills For REading Phonemic awareness, phonics, fluency, comprehension,
vocabulary (pervasive across all areas of reading; not sequential)
Understanding math Four processes involved in basic number concepts:
-Describing= characterizing objects, sets, events in terms of attributes (all tigers and cats are
kitties)
-Classifying= sorting objects, sets, events in terms of one or more criterion (black vs white
kitties)
-Comparing= determining whether two objects, sets, events, are similar or different according
to a specified attribute (differentiating boys and girls because of genitals)
-Ordering= comparing two or more objects, set, events (ordering children based on age or
height)
Math Concepts learned before school -equalizing: making two or more things similar
-joining: combining to or more things to make one thing
-separating: breaking apart one thing to make multiple
-measuring: attaching a number to an attribute
patterns: recognizing, developing, repeating patterns
concepts typically not understood prior to instruction -understanding and working with
numbers larger than 10, part-whole concept, numerical notation: place value, additive system,
0
, sequence of math understand Concrete= demonstrating 3+4=7 using buttons
Semi-concrete= using pictures of buttons
Abstract= student solves problem without manipulatives
Best for LD kids -direct instruction from teacher is better in this case over peer instruction
-teaching problem solving strategies is more effective than using rote practice
-concrete instruction is better than problem solving skills
-engaging students as active participants is awesome
-well planned cooperative learning activities can offer meaningful practice and improvement
Skills necessary for problem solving -identifying main idea
-main question of problem
-identifying important facts
-choosing the strategy and operation
-solving the problem
problem solving is the process of applying prior experience to new situations How to adapt
for disabilities: allot time for development, make sure prerequisite skills are there, use error
analysis to diagnose difficulty areas, teach appropriate terminology, have them estimate
answers
Vocational Educational programs -prepare students for entry into occupations of labor force
and helps them become self-sufficient , self-supporting citizens
based on:
--students need specific traning in job skills
