Exam Questions

Question 1:Spelling is BEST described as
Answer A

A rote-visual memory activity
Answer B

The process of linking spoken sounds with their written forms
Answer C

The reverse process of reading
Answer D

A complex form of language production drawing upon multiple linguistic processes

Question 2:Which of the following is NOT a linguistic component of both spelling and reading?
Answer A

Phonological awareness
Answer B

Concepts of print
Answer C

Orthographic knowledge
Answer D

Vocabulary knowledge
Answer E

Mental images of words

Question 3:A student consistently misspells unstressed vowel sounds in words. The misspellings are characterized as “legal” misspellings. This spelling error pattern indicates a deficit in:
Answer A

Phoneme segmentation ability
Answer B

Phoneme discrimination ability
Answer C

Knowledge of letter patterns and spelling rules
Answer D

Knowledge of word meaning
Answer E

Mental images of words

Question 4:A student consistently omits the silent letter in a consonant letter combination when spelling words (e.g., the student spells “knee” as “nee” and spells “wreck” as “reck”.) All of the following methods of spelling instruction might be appropriate to improve this student’s spelling of silent consonants EXCEPT which one?
Answer A

Segmenting words into phonemes
Answer B

Mapping letters to sounds
Answer C

Teaching letter-sound correspondences and positional constraints
Answer D

Developing knowledge of semantic relationships
Answer E

Developing mental images of words

Question 5:A student correctly spells “magic” and misspells “magician” as “majishin.” Which method of spelling instruction would be most appropriate for a student who demonstrates this pattern of misspelling?
Answer A

Instruction that improves phoneme segmentation and phoneme discrimination skills
Answer B

Instruction that improves knowledge of morphology and semantic relationships
Answer C

Instruction that improves knowledge of syllable and word position constraints on spelling patterns
Answer D

Instruction that improves knowledge of word meaning

Question 6:Which one of these assessment methods will determine why the student misspells words and will identify specific linguistic deficits to be targeted in treatment?
Answer A

Administration of a standardized test to obtain a quantitative measure of spelling ability
Answer B

A detailed analysis method
Answer C

Collection of a spelling sample to identify the current spelling stage level
Answer D

Administration of a spelling identification test i.e., a test in which the student identifies misspelled words

Question 7:Which one of the following statements is NOT true about spelling patterns that are frequently misspelled by an individual student?
Answer A

These spelling patterns are most effectively addressed by focusing on development of the student’s self-monitoring and proofing of his or her own written work
Answer B

These spelling patterns require explicit instruction and guided practice to remediate the student’s underlying language deficits
Answer C

The student’s misspellings reveal what language skills a student does not have or is not using when spelling
Answer D

The student’s misspellings reveal what language deficits exist and may be impacting both reading and spelling performance

Question 8:Which statement most completely describes the findings of the Kelman & Apel (2004) case study presented in this seminar?
Answer A

Spelling skills improved in both spelling to dictation and authentic writing tasks
Answer B

Spelling instruction led to improvement in both spelling and reading decoding skills
Answer C

Spelling skills improved in spelling to dictation only
Answer D

Word attack and word identification skills improved when spelling instruction was provided

Question 9:Which statement about the Roberts & Meiring (2006) study presented in this seminar is FALSE?
Answer A

Multiple-linguistic spelling instruction led to greater improvement in reading comprehension than did context-embedded phonics instruction
Answer B

Multiple-linguistic spelling instruction led to improved spelling performance
Answer C

Context-embedded phonics instruction led to greater improvement in reading comprehension than did multiple-linguistic spelling instruction
Answer D

Context-embedded phonics instruction led to less improvement in decoding of nonsense words than did multiple-linguistic spelling instruction

Question 10:Which one of the following is NOT an instructional principle of the multiple-linguistic word study program presented in this seminar?
Answer A

Follow a sequence of instruction that reflects current spelling research
Answer B

Attend to the linguistic properties of words and gradually proceed from linguistically simple to linguistic complex words
Answer C

Explicitly state a spelling rule and allow the student adequate time for memorization of the rule
Answer D

Limit the number of new words introduced, focus on teaching strategies, not specific words
Answer E

Encourage self-discovery and active learning



The Language of Spelling and Reading
Exam Questions Question 1:Spelling is BEST described as Answer AA rote-visual memory activity Answer BThe process of linking spoken sounds with their written forms Answer CThe reverse process of reading Answer DA complex form of language production drawing upon multiple linguistic processes Question 2:Which of the following is NOT a linguistic component of both spelling and reading? Answer APhonological awareness Answer BConcepts of print Answer COrthographic knowledge Answer DVocabulary knowledge Answer EMental images of words Question 3:A student consistently misspells unstressed vowel sounds in words. The misspellings are characterized as “legal” misspellings. This spelling error pattern indicates a deficit in: Answer APhoneme segmentation ability Answer BPhoneme discrimination ability Answer CKnowledge of letter patterns and spelling rules Answer DKnowledge of word meaning Answer EMental images of words Question 4:A student consistently omits the silent letter in a consonant letter combination when spelling words (e.g., the student spells “knee” as “nee” and spells “wreck” as “reck”.) All of the following methods of spelling instruction might be appropriate to improve this student’s spelling of silent consonants EXCEPT which one? Answer ASegmenting words into phonemes Answer BMapping letters to sounds Answer CTeaching letter-sound correspondences and positional constraints Answer DDeveloping knowledge of semantic relationships Answer EDeveloping mental images of words Question 5:A student correctly spells “magic” and misspells “magician” as “majishin.” Which method of spelling instruction would be most appropriate for a student who demonstrates this pattern of misspelling? Answer AInstruction that improves phoneme segmentation and phoneme discrimination skills Answer BInstruction that improves knowledge of morphology and semantic relationships Answer CInstruction that improves knowledge of syllable and word position constraints on spelling patterns Answer DInstruction that improves knowledge of word meaning Question 6:Which one of these assessment methods will determine why the student misspells words and will identify specific linguistic deficits to be targeted in treatment? Answer AAdministration of a standardized test to obtain a quantitative measure of spelling ability Answer BA detailed analysis method Answer CCollection of a spelling sample to identify the current spelling stage level Answer DAdministration of a spelling identification test i.e., a test in which the student identifies misspelled words Question 7:Which one of the following statements is NOT true about spelling patterns that are frequently misspelled by an individual student? Answer AThese spelling patterns are most effectively addressed by focusing on development of the student’s self-monitoring and proofing of his or her own written work Answer BThese spelling patterns require explicit instruction and guided practice to remediate the student’s underlying language deficits Answer CThe student’s misspellings reveal what language skills a student does not have or is not using when spelling Answer DThe student’s misspellings reveal what language deficits exist and may be impacting both reading and spelling performance Question 8:Which statement most completely describes the findings of the Kelman & Apel (2004) case study presented in this seminar? Answer ASpelling skills improved in both spelling to dictation and authentic writing tasks Answer BSpelling instruction led to improvement in both spelling and reading decoding skills Answer CSpelling skills improved in spelling to dictation only Answer DWord attack and word identification skills improved when spelling instruction was provided Question 9:Which statement about the Roberts & Meiring (2006) study presented in this seminar is FALSE? Answer AMultiple-linguistic spelling instruction led to greater improvement in reading comprehension than did context-embedded phonics instruction Answer BMultiple-linguistic spelling instruction led to improved spelling performance Answer CContext-embedded phonics instruction led to greater improvement in reading comprehension than did multiple-linguistic spelling instruction Answer DContext-embedded phonics instruction led to less improvement in decoding of nonsense words than did multiple-linguistic spelling instruction Question 10:Which one of the following is NOT an instructional principle of the multiple-linguistic word study program presented in this seminar? Answer AFollow a sequence of instruction that reflects current spelling research Answer BAttend to the linguistic properties of words and gradually proceed from linguistically simple to linguistic complex words Answer CExplicitly state a spelling rule and allow the student adequate time for memorization of the rule Answer DLimit the number of new words introduced, focus on teaching strategies, not specific words Answer EEncourage self-discovery and active learning