Study Guide

Field 064: Exceptional Needs—Mild Intervention: Reading Instruction
Sample Multiple-Choice Questions

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Objective 0001
Foundations of Special Education (Standard 1)

1. According to Indiana's Response to Instruction (RtI) model, a teacher should base decisions about targeted instruction and intervention for a given student primarily on a review of:

  1. the student's results on the statewide reading assessment.
  2. ongoing informal assessment data about the student's reading performance.
  3. established grade-level benchmarks in the targeted reading skill.
  4. current state student learning standards that relate to the targeted reading skill.
Answer
Correct Response: B. This question requires the examinee to demonstrate knowledge of principles of scientifically based and evidence-based reading instruction and intervention. Analyzing the results of ongoing assessments allows a teacher to determine a student's progress toward mastering target skills/content, including identifying area(s) in which the student has achieved mastery or requires additional instruction and/or practice. Instructional decision making at all three tiers (i.e., Tier 1, core instruction; Tier 2, targeted instruction; and Tier 3, intensive instruction) of Indiana's Response to Instruction (RtI) model is based on teachers' analyses of relevant student assessment data.
Objective 0002
Professional Roles and Responsibilities (Standard 10)

2. A middle school student whose oral language skills are strong but who struggles with reading frequently makes errors in spelling words or syllables that begin with consonant blends (e.g., spelling frozen as "fozen," spelling refract as "refact"). Practice in which of the following foundational reading skills would likely be most essential to include as part of a spelling intervention for this student?

  1. recognizing common word families
  2. phonemic segmenting
  3. identifying letter-sound correspondences
  4. sight-word recognition
Answer
Correct Response: B. This question requires the examinee to demonstrate knowledge of key concepts and scientifically based reading research (SBRR) in phonemic awareness and phonics, such as the critical role of phonemic awareness in learning to read an alphabetic language and the reciprocity between decoding and encoding. A student who typically misspells words by leaving out the second letter of a consonant blend (e.g., spelling frozen as "fozen" and refract as "refact") is only attending to the initial phoneme of a word's or syllable's onset while ignoring the second phoneme. An intervention that included instruction focused on segmenting the phonemes of target words would help the student attend to all the sounds in the words, including to complex onsets.