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Instructor Resource
Prater, Teaching Students With High-Incidence Disabilities
SAGE Publishing, 2018
Chapter 10: Strategies for Reading and Writing Instruction

Test Bank
Multiple Choice
1. Students with writing disabilities generally have difficulty in all of the following ways EXCEPT
a. communicating thoughts and speech in writing
b. handwriting
c. communicating thoughts and ideas orally
d. organizing thoughts
Ans: C
Learning Objective: Describe the types of difficulties students with high-incidence disabilities may
encounter in learning to read and write and accompanying strategies to facilitate student learning.
Cognitive Domain: Comprehension
Answer Location: Prevalence
Difficulty Level: Medium
2. Students who struggle to learn to read experience difficulty related to each of the following EXCEPT
a. fluency
b. writing
c. comprehension
d. word recognition
Ans: B
Answer Location: Contributing Factors
3. Reading and writing proficiency rely on
a. fluency
b. language abilities
c. strategy instruction
d. strong memory skills
Ans: D
Answer Location: Memory
4. ______ requires students to disregard irrelevant and distracting factors (both internally and externally)
in order to focus their attention on what is relevant.
a. fluency
b. focus
c. selective attention
d. attention span
Ans: C
Answer Location: Attention
Instructor Resource
5. An individual whose processing speed is slow may have difficulty:

a. retrieving letter and sound information
b. blending sounds together to form words
c. decoding new words
d. quickly and accurately recognizing words
Ans: D
Answer Location: Reading and Writing Disabilities
6. If a student has difficulty with memory, he may have problems with
a. perceiving sounds within words
b. retaining meaning log enough to comprehend a passage
c. decoding unfamiliar words
d. vocabulary
Ans: B
Answer Location: Reading and Writing Disabilities
7. Having difficulty identifying important sounds from a noisy background would indicate a deficiency in
auditory
a. discrimination
b. figure-ground discrimination
c. sequencing
d. processing
Ans: B
Cognitive Domain: Knowledge
Answer Location: Auditory Processing
Difficulty Level: Easy
8. The ability to recognize, compare, and distinguish separate sounds in words is referred to as auditory
a. discrimination
c. sequencing
d. processing
Ans: A
9. Understanding and recalling the order of sound and words is called auditory
a. discrimination
c. sequencing
d. processing
Ans: C
Instructor Resource
10. Difficulty seeing and distinguishing the order of symbols or words would indicate an issue with visual
a. discrimination
c. sequencing
d. closure
Ans: C
Answer Location: Visual Processing
11. Difficulty understanding how objects are positioned in space would indicate a problem with
a. visual discrimination
b. visual closure
c. spatial relationships
d. visual sequencing
Ans: C
12. An inability to recognize an object when only parts of it are visible would indicate a problem with visual
a. discrimination
c. sequencing
d. closure
Ans: D
13. Difficulty identifying a shape or symbol from its background would indicate a problem with visual
a. discrimination
c. sequencing
d. closure
Ans: B
14. An inability to recognize, compare, and distinguish visual symbols would indicate a problem with
a. visual discrimination
b. visual closure
Instructor Resource
c. spatial relationships
d. visual sequencing
Ans: A
15. Recognition that spoken language can be broken into smaller units, such as discrete sounds,
indicates an individual has
a. fluency
b. phonemic awareness
c. text comprehension
d. phonics
Ans: B
Learning Objective: Define and describe the importance of mastering skills in phonemic awareness,
phonics, fluency, vocabulary development, text comprehension, handwriting, spelling, grammar, and text
structure and composition. Provide examples of how to teach each.
Answer Location: Reading and Writing Foundations
16. The knowledge and use of words that make up a language is referred to as
a. vocabulary development
d. phonics
Ans: A
17. The skill of reading accurately, at an appropriate rate, and with expression is called
a. fluency
d. phonics
Ans: A
18. The ability to match sounds to letters in order to read and write is called
a. fluency
d. phonics
Ans: D
Instructor Resource
19. The ability to understand and use information that is read is referred to as
a. vocabulary development
d. phonics
Ans: C
20. SELECT ALL THAT APPLY. Learning opportunities increase when teachers
a. devote more time to reading instruction
b. promote whole group instruction
c. incorporate peer-tutoring
d. incorporate peer-assisted learning strategies in instructional routines
Ans: A, C, D
Answer Location: Reading Instruction
21. ______ is the most crucial component to reading and spelling success.
a. phonics
b. fluency
c. phonemic awareness
d. vocabulary development
Ans: C
Answer Location: Phonemic Awareness
22. Instruction in ______ focuses on helping students master the sounds in the language.
a. phonics
b. fluency
d. vocabulary development
Ans: C
Instructor Resource
Answer Location: Phonics

23. The English language has at least ______ phonemes represented by 26 letters.
a. 26
b. 35
c. 40
d. 52
Ans: C
24. Effective fluency instruction requires that teachers use all of the following EXCEPT
a. read aloud to the student
b. engage students in repeated readings
c. encourage independent, silent reading
d. use test at the appropriate level
Ans: C
Answer Location: Fluency
25. Timed reading is a useful approach to improving
a. reading comprehension
b. vocabulary
d. fluency
Ans: D
Answer Location: Fluency
26. SELECT ALL THAT APPLY. Teachers who strengthen their students’ vocabulary engage in which of
the following?
a. provide vocabulary-rich classrooms
b. provide direct instruction for new vocabulary
c. use synonyms and definitions to teach and clarify meanings of words
d. avoid making inferences
Ans: A, B, C
Answer Location: Vocabulary Development
Instructor Resource
27. ______ means critiquing the author’s writing to determine if it is fact or opinion, fiction or nonfiction,
possible or not possible.
a. literal comprehension
b. inferential comprehension
c. critical comprehension
d. creative comprehension
Ans: C
Answer Location: Text Comprehension
28. ______means extending the author’s message, either by putting oneself in the story or by predicting
what might happen beyond the story’s conclusion.
Ans: D
29. ______ means determining what the author means but does not directly state.
Ans: B
30. ______ means understanding what the author said the way he or she said it.
Ans: A
Instructor Resource
31. Each of the following teaching activities helps improve students reading comprehension EXCEPT
a. teach summarization and main idea strategies
b. use student-led questioning prior to and after reading
c. teach self-questioning strategies
d. use materials that might include enhancements
Ans: B
32. Despite the importance of writing for lifelong success, approximately ______% of all students are
judged to be below grade-level expectations in written expression.
a. 25
b. 50
c. 60
d. 75
Ans: D
Answer Location: Writing Instruction
33. Instructional strategies that help students learn handwriting skills include all of the following EXCEPT
a. introduce letters in the order of the alphabet
b. teach the mechanics of proper grip, posture, and paper position
c. build fluency through speed drills
d. instruct handwriting separately as well as integrated with other content
Ans: A
Answer Location: Handwriting
34. SELECT ALL THAT APPLY. Teachers assist students with disabilities in improving their spelling in
which of the following ways?
a. select spelling words based on student’s instructional level
b. assign spelling as homework or independent work
c. teach learning strategies to help students practice
d. teach students to identify and correct their errors in spelling
Ans: A, C, D
Answer Location: Spelling
35. The important components for effectively teaching grammar and text structure include all of the
following EXCEPT
Instructor Resource
a. teach grammar in the content of actual writing

b. teach sentence and paragraph construction that are grammatically correct and convey intended
meaning
c. start writing instruction with complex sentence structures
d. teach students to identify and correct their grammar errors
Ans: C
Answer Location: Grammar and Text Structure
36. A complicated cognitive process that requires deciding what to say and how to say it, as well as fluent
motor and text production skills, is referred to as
a. prewriting
b. writing
c. postwriting
d. rewriting
Ans: B
Answer Location: Composition
37. At this stage of the writing process, teachers or other authors provide feedback to guide student
revision of drafts.
a. prewriting
b. writing
c. postwriting
d. rewriting
Ans: D
Answer Location: Writing
38. The most important writer behaviors at this stage are setting the writing goal or purpose, generating
ideas, and organizing ideas for the intended audience and type of writing.
a. prewriting
b. writing
c. postwriting
d. rewriting
Ans: A
Instructor Resource
39. Teaching the writing process should include and implement all of the following EXCEPT
a. teach students that writing is a process
b. structure instruction so that students can receive feedback
c. provide writing time and writing instruction in English/language arts classes
d. encourage students to write on their own
Ans: C
40. About three-fourths of the English learners in the United States speak
a. French
b. German
c. Spanish
d. Chinese
Ans: C
Learning Objective: Explain the role of culture and language in reading and writing and the implications
culturally and/or linguistically for diverse students. Discuss how to teach reading and writing to students
from diverse backgrounds.
Answer Location: Implications for Culturally and/or Linguistically Diverse Students
True/False
41. Reading disabilities appear in about 80% of all students identified with learning disabilities.
Ans: T
42. Students with high-incidence disabilities often have little difficulty learning to write.
Ans: F
43. Oral language skills are a critical precursor to the development of reading and writing.
Ans: T
Answer Location: Language
44. The common feature in all written language is the use of symbols to represent the spoken word.
Ans: T
Instructor Resource

45. Phonics and phonemic awareness both focus on helping students master sounds in the language.
Ans: F
46. Most beginning readers have a much larger speaking vocabulary than reading vocabulary.
Ans: T
Answer Location: Vocabulary Development
47. Phonological awareness, reading fluency, and scope of vocabulary combine to produce
comprehension.
Ans: F
48. Letter formation should be taught in groups of at least four letters at a time.
Ans: F
49. Isolated memorization of grammar rules does not positively impact composition skills.
Ans: T
Answer Location: Grammar and Text Structure
50. The stages of the writing process (prewriting, writing, and postwriting) represent a linear process.
Ans: F
Instructor Resource
Essay
51. Identify and discuss the five skill areas students must master to become good readers.
Ans: Response should include:
 Phonemic awareness—recognition that spoken language can be broken into smaller units, such as
discrete sounds
 Phonics—the ability to match sounds to letters in order to read and write
 Fluency—the skill of reading accurately, at an appropriate rate, and with expression
 Vocabulary development—the knowledge and use of words that make up a language
 Text comprehension—the ability to understand and use information that is read
Cognitive Domain: Analysis
Difficulty Level: Hard
52. Explain why expository text is considered more difficult for students to read than narrative text.
Ans: Response should include:
 Expository text differs from narrative text in that it is designed to educate readers with factual
information. Expository text is considered more difficult for student to read for several reasons:
o the material is typically not as sequential or predictable as narrative
o the text structures can be complicated and unfamiliar
o the purpose is to locate and synthesize information to understand the topic or to answer
questions
o readers are expected to read to learn rather than reads for enjoyment.
 Expository text can be complex because it usually contains new vocabulary, new declarative
information, and new concepts that affect comprehension.
 Elementary school reading tends to involve more narrative than expository text until students reach
middle and high school, when reading from expository textbooks becomes more frequent.
53. Identify and explain the essential components of effective writing instruction.
Ans: Responses should include
 Writing must be an essential part of school curriculum. In addition, providing supportive environments
for writing is critical to student success.
 Students need to be explicitly taught writing skills. They should be given ample opportunities to
practice writing across the curriculum which can enhance their content knowledge.
 Writing instruction should also promote independent and reflective writings.
 Writing instruction should focus on the
o process of writing
o text or product
o elements of writing
 Writing instruction should take advantage of technology as tools to remove barriers as well as to
facilitate the writing process.
 Writing assessment should use explicit criteria and provide quality feedback.
Instructor Resource
Cognitive Domain: analysis
Answer Location: Writing Instruction
54. Explain why handwriting may constrain the development of beginning writers.
Ans: Responses should include:
 Handwriting is the basic tool skill people use to record their thoughts on paper. Handwriting may
constrain the development of beginning writers in several ways.
o Poor legibility limits accessibility of the students’ thoughts to others.
o Illegibility can influence the evaluation of the content.
o When concentrating on formation of letters, thoughts are focused on the handwriting, not the
content of the composition.
o Difficulty with handwriting minimizes the use of effective writing processes, such as revising.
55. Identify at least five strategies that have been found to be helpful in improving the reading and writing
skills of students from culturally and/or linguistically diverse backgrounds.
Ans: Responses should include at least five of the following:
 Choose printed materials that relate to students’ lives.
 Use teacher-directed, systematic, small-group instruction.
 Focus instruction on the five skills identified by the National Reading Panel.
 Teach reading behaviors explicitly.
 Take advantage of students’ interest and ability with social literacy to build their academic literacy.
 Teach vocabulary before starting the lesson and provide repeated exposures to new vocabulary.
 Use repeated reading where students hear the passage read, then read the passage to a partner
three to five times.
 Incorporate visual materials to support reading comprehension.
 Include language objectives as part of lesson plans.
 Make books come alive.
 Expose students to a broad range of fiction and nonfiction.
Learning Objective: Explain the role of culture and language in reading and writing and the implications
culturally and/or linguistically for diverse students. Discuss how to teach reading and writing to students
from diverse backgrounds.
Cognitive Domain: Application
Answer Location: Implications for Culturally and/or Linguistically Diverse Students
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The Project Gutenberg eBook of Address of
President Roosevelt at Canton, Ohio, September
30, 1907
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
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you are located before using this eBook.
Title: Address of President Roosevelt at Canton, Ohio, September

30, 1907
Author: Theodore Roosevelt
Release date: May 14, 2022 [eBook #68070]
Language: English
Original publication: United States: Government Printing Office, 1907
Credits: Donald Cummings and the Online Distributed Proofreading

Team at https://www.pgdp.net (This file was produced from
images generously made available by The Internet
Archive/American Libraries.)
*** START OF THE PROJECT GUTENBERG EBOOK ADDRESS

OF PRESIDENT ROOSEVELT AT CANTON, OHIO, SEPTEMBER
30, 1907 ***
ADDRESS OF PRESIDENT
ROOSEVELT AT CANTON, OHIO
SEPTEMBER 30, 1907
WASHINGTON
GOVERNMENT PRINTING OFFICE
1907
We have gathered together to-day to pay our meed of respect and
affection to the memory of William McKinley, who as President won a
place in the hearts of the American people such as but three or four
of all the Presidents of this country have ever won. He was of
singular uprightness and purity of character, alike in public and in
private life; a citizen who loved peace, he did his duty faithfully and
well for four years of war when the honor of the nation called him to
arms. As Congressman, as governor of his State, and finally as
President, he rose to the foremost place among our statesmen,
reaching a position which would satisfy the keenest ambition; but he
never lost that simple and thoughtful kindness toward every human
being, great or small, lofty or humble, with whom he was brought in
contact, which so endeared him to our people. He had to grapple
with more serious and complex problems than any President since
Lincoln, and yet, while meeting every demand of statesmanship, he
continued to live a beautiful and touching family life, a life very
healthy for this nation to see in its foremost citizen; and now the
woman who walked in the shadow ever after his death, the wife to
whom his loss was a calamity more crushing than it could be to any
other human being, lies beside him here in the same sepulcher.
There is a singular appropriateness in the inscription on his
monument. Mr. Cortelyou, whose relations with him were of such
close intimacy, gives me the following information about it: On the
President’s trip to the Pacific slope in the spring of 1901 President
Wheeler, of the University of California, conferred the degree of LL.
D. upon him in words so well chosen that they struck the fastidious
taste of John Hay, then Secretary of State, who wrote and asked for
a copy of them from President Wheeler. On the receipt of this copy
he sent the following letter to President McKinley, a letter which now
seems filled with a strange and unconscious prescience:
Dear Mr. President:

President Wheeler sent me the inclosed at my request. You will
have the words in more permanent shape. They seem to me
remarkably well chosen, and stately and dignified enough to serve—
long hence, please God—as your epitaph.
Yours, faithfully,
John Hay.
“University of California,
“Office of the President.
“By authority vested in me by the regents of the University of
California, I confer the degree of Doctor of Laws upon William
McKinley, President of the United States, a statesman singularly
gifted to unite the discordant forces of the Government and mold the
diverse purposes of men toward progressive and salutary action, a
magistrate whose poise of judgment has been tested and vindicated
in a succession of national emergencies; good citizen, brave soldier,
wise executive, helper and leader of men, exemplar to his people of
the virtues that build and conserve the state, society, and the home.
“Berkeley, May 15, 1901.”
It would be hard to imagine an epitaph which a good citizen would

be more anxious to deserve or one which would more happily
describe the qualities of that great and good citizen whose life we
here commemorate. He possessed to a very extraordinary degree
the gift of uniting discordant forces and securing from them a
harmonious action which told for good government. From purposes
not merely diverse, but bitterly conflicting, he was able to secure
healthful action for the good of the State. In both poise and judgment
he rose level to the several emergencies he had to meet as leader of
the nation, and like all men with the root of true greatness in them he
grew to steadily larger stature under the stress of heavy
responsibilities. He was a good citizen and a brave soldier, a Chief
Executive whose wisdom entitled him to the trust which he received
throughout the nation. He was not only a leader of men but
preeminently a helper of men; for one of his most marked traits was
the intensely human quality of his wide and deep sympathy. Finally,
he not merely preached, he was, that most valuable of all citizens in
a democracy like ours, a man who in the highest place served as an
unconscious example to his people of the virtues that build and
conserve alike our public life, and the foundation of all public life, the
intimate life of the home.
Many lessons are taught us by his career, but none more valuable
than the lesson of broad human sympathy for and among all of our
citizens of all classes and creeds. No other President has ever more
deserved to have his life work characterized in Lincoln’s words as
being carried on “with malice toward none, with charity toward all.”
As a boy he worked hard with his hands; he entered the Army as a
private soldier; he knew poverty; he earned his own livelihood; and
by his own exertions he finally rose to the position of a man of
moderate means. Not merely was he in personal touch with farmer
and town dweller, with capitalist and wageworker, but he felt an
intimate understanding of each, and therefore an intimate sympathy
with each; and his consistent effort was to try to judge all by the
same standard and to treat all with the same justice. Arrogance
toward the weak, and envious hatred of those well off, were equally
abhorrent to his just and gentle soul.
Surely this attitude of his should be the attitude of all our people
to-day. It would be a cruel disaster to this country to permit ourselves
to adopt an attitude of hatred and envy toward success worthily won,
toward wealth honestly acquired. Let us in this respect profit by the
example of the republics of this Western Hemisphere to the south of
us. Some of these republics have prospered greatly; but there are
certain ones that have lagged far behind, that still continue in a
condition of material poverty, of social and political unrest and
confusion. Without exception the republics of the former class are
those in which honest industry has been assured of reward and
protection; those where a cordial welcome has been extended to the
kind of enterprise which benefits the whole country, while
incidentally, as is right and proper, giving substantial rewards to
those who manifest it. On the other hand, the poor and backward
republics, the republics in which the lot of the average citizen is least
desirable, and the lot of the laboring man worst of all, are precisely
those republics in which industry has been killed because wealth
exposed its owner to spoliation. To these communities foreign capital
now rarely comes, because it has been found that as soon as capital
is employed so as to give substantial remuneration to those
supplying it, it excites ignorant envy and hostility, which result in such
oppressive action, within or without the law, as sooner or later to
work a virtual confiscation. Every manifestation of feeling of this kind
in our civilization should be crushed at the outset by the weight of a
sensible public opinion.
From the standpoint of our material prosperity there is only one
other thing as important as the discouragement of a spirit of envy
and hostility toward honest business men, toward honest men of
means; this is the discouragement of dishonest business men.
Wait a moment; I don’t want you to applaud this part unless you
are willing to applaud also the part I read first, to which you listened
in silence. I want you to understand that I will stand just as straight
for the rights of the honest man who wins his fortune by honest
methods as I will stand against the dishonest man who wins a
fortune by dishonest methods. And I challenge the right to your
support in one attitude just as much as in the other. I am glad you
applauded when you did, but I want you to go back now and applaud
the other statement. I will read a little of it over again. “Every
manifestation of ignorant envy and hostility toward honest men who
acquire wealth by honest means should be crushed at the outset by
the weight of a sensible public opinion.” Thank you. Now I’ll go on.
From the standpoint of our material prosperity there is only one
other thing as important as the discouragement of a spirit of envy
and hostility toward honest business men, toward honest men of
means, and that is the discouragement of dishonest business men,
the war upon the chicanery and wrongdoing which are peculiarly
repulsive, peculiarly noxious when exhibited by men who have no
excuse of want, of poverty, of ignorance for their crimes. My friends, I
will wage war against those dishonest men to the utmost extent of
my ability, and I will stand no less stoutly in defense of honest men,
rich or poor. Men of means and, above all, men of great wealth can
exist in safety under the peaceful protection of the state only in
orderly societies, where liberty manifests itself through and under the
law. That is what you fought for, you veterans. You fought for the
supremacy of the national law in every corner of this Republic. It is
these men, the men of wealth, who more than any others, should in
the interest of the class to which they belong, in the interest of their
children and their children’s children, seek in every way, but
especially in the conduct of their lives, to insist upon and to build up
respect for the law. It is an extraordinary thing, a very extraordinary
thing, that it should be necessary for me to utter as simple a truth as
that; yet it is necessary. It may not be true from the standpoint of
some particular individual of this class of very wealthy men, but in
the long run it is preeminently true from the standpoint of the class
as a whole, no less than of the country as a whole, that it is a
veritable calamity to achieve a temporary triumph by violation or
evasion of the law, and we are the best friends of the man of
property, we show ourselves the staunchest upholders of the rights
of property when we set our faces like flint against those offenders
who do wrong in order to acquire great wealth, or who use this
wealth as a help to wrongdoing.
I sometimes feel that I have trenched a little on your province,
Brother Bristol, and on that of your brethren, by preaching. But
whenever I speak of the wrongdoing of a man of wealth or of a man
of poverty, poor man or rich man, I always want to try to couple
together the fact that wrongdoing is wrong just as much in one case
as in the other, with the fact that right is just as much right in one
case as in the other. I want the plain people of this country, I want all
of us who do not have great wealth, to remember that in our own
interest, and because it is right, we must be just as scrupulous in
doing justice to the man of great wealth as in exacting justice from
him.
Wrongdoing is confined to no class. Good and evil are to be found
among both rich and poor, and in drawing the line among our fellows
we must draw it on conduct and not on worldly possessions. Woe to
this country if we ever get to judging men by anything save their
worth as men, without regard to their fortune in life. In other words,
my plea is that you draw the line on conduct and not on worldly
possessions. In the abstract most of us will admit this. It is a rather
more difficult proposition in the concrete. We can act upon such
doctrines only if we really have knowledge of, and sympathy with,
one another. If both the wage-worker and the capitalist are able to
enter each into the other’s life, to meet him so as to get into genuine
sympathy with him, most of the misunderstanding between them will
disappear and its place will be taken by a judgment broader, juster,
more kindly, and more generous; for each will find in the other the
same essential human attributes that exist in himself. It was
President McKinley’s peculiar glory that in actual practice he realized
this as it is given to but few men to realize it; that his broad and deep
sympathies made him feel a genuine sense of oneness with all his
fellow-Americans, whatever their station or work in life, so that to his
soul they were all joined with him in a great brotherly democracy of
the spirit. It is not given to many of us in our lives actually to realize
this attitude to the extent that he did; but we can at least have it
before us as the goal of our endeavor, and by so doing we shall pay
honor better than in any other way to the memory of the dead
President whose services in life we this day commemorate.
Transcriber’s Notes:
Punctuation and spelling inaccuracies were silently
corrected.
Archaic and variable spelling has been preserved.
Variations in hyphenation and compound words have been
preserved.
*** END OF THE PROJECT GUTENBERG EBOOK ADDRESS OF
PRESIDENT ROOSEVELT AT CANTON, OHIO, SEPTEMBER 30,
1907 ***
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