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KPEERI Exam questions with correct answers
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KPEERI Exam questions with correct answers
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KPEERI Exam questions with correctanswers
Students \proficient \in \reading \by \4th \grade \- \ANSWERS✔✔ \1/3 \(32% \below \basic)
Phonology \- \ANSWERS✔✔ \the \speech \sound \system
orthography \- \ANSWERS✔✔ \the \writing \system
syntax \- \ANSWERS✔✔ \structure \of \sentences
morphology \- \ANSWERS✔✔ \meaningful \parts \of \words
semantics \- \ANSWERS✔✔ \word \phrase \and \meaning
structured \literacy \principles \- \ANSWERS✔✔ \Modeling, \explicit \instruction, \meaningful \interactions \
with \language, \multiple \opportunities \to \practice \tasks, \corrective \feedback \is \provided \after \student \
responses, \student \effort \encouraged, \lesson \engaged \monitored, \Students \successfully \complete \
activities \at \a \high \criterion \level \of \performance.
% \of \young \students \who \demonstrate \significant \weaknesses \with \language \processes, \including,but \
not \limited \to,phonological \processing, \that \are \the \root \cause \of \dyslexia \and \related \learning \
difficulties \- \ANSWERS✔✔ \15-20%
% \referred \to \special \education \because \of \reading, \writing, \and \or \language \- \ANSWERS✔✔ \85%
Dyslexia \- \ANSWERS✔✔ \Disorders \of \word \recognition \and \spelling \that \originate \from \core \problems \
in \phonological \and/or \orthographic \processing.Many, \if \not \most, \students \with \word-level \reading \
and \spelling \problems \will \never \receive \an \official \diagnosis \or \be \served \through \special \education
, Most \effective \way \to \prevent \and \ameliorate \learning \problems,individuals \with \dyslexia \and \other \
reading \difficulties \- \ANSWERS✔✔ \Early \Intervention \(but \can \be \helped \at \any \age
Professional \Dispositions \and \Practices \- \ANSWERS✔✔ \5.1 \Strive \to \do \no \harm, \maintain \
confidentiality, \and \act \in \the \best \interest \of \struggling \readers \and \readers \with \dyslexia \and \other \
reading \disorders.5.2 \Maintain \the \public \trust \by \providing \accurate \information \about \currently \
accepted \and \scientifically \supported \best \practices \in \the \field.5.3 \Avoid \misrepresentation \of \the \
efficacy \of \educational \or \other \treatments \or \the \proof \for \or \against \thosetreatments.5.4 \Respect \
objectivity \by \reporting \assessment \and \treatment \results \accurately,and \truthfully.5.5 \Avoid \making \
unfounded \claims \of \any \kind \regarding \the \training, \experience, \credentials, \affiliations, \and \degrees \
of \those \providing \services.5.6 \Respect \the \training \requirements \of \established \credentialing \
andaccreditation \organizations \supported \byCERI \and \IDA.5.7 \Avoid \conflicts \of \interest \when \possible \
and \acknowledge \conflicts \of \interest \when \they \occur.5.8 \Support \just \treatment \of \individuals \with \
dyslexia \and \related \learning \difficulties.5.9 \Respect \confidentiality \of \students \or \clients.5.10 \Respect \
the \intellectual \property \of \others.
Five \Knowledge \and \Practice \Standards \- \ANSWERS✔✔ \1. \Foundations \of \Literacy \Aquistion
2. \Knowledge \of \Diverse \Reading \Profiles \Including \Dyslexia \
3. \Assessment
4. \Structured \Literacy \Instruction
5. \Professional \Dispositions \and \Practices
Phonological \Sensitivity \- \ANSWERS✔✔ \awareness \of \rhyme, \alliteration, \syllables, \and \larger \chunks \of
\words
5 \language \processing \requirements \of \proficient \reading \and \writing \- \ANSWERS✔✔ \phonological, \
orthographic, \semantic, \syntactic, \discourse
Acquired \Dyslexia \- \ANSWERS✔✔ \refers \to \persons \who \have \learned \to \read \and \write \with \no \
difficulty \who \subsequently \experience \some \type \of \brain \damange \and \who \as \a \result \encounter \
some \type \of \brain \damage \and \wo \as \a \result \encounter \problems \of \varying \severity \with \reading \
and \or \other \langauge \processing \skills
Affix \- \ANSWERS✔✔ \a \grapheme \or \group \of \graphemes \added \to \the \beginning \of \end \of \a \base \word
\or \root
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