Quiz – Learning & Communication Disorders

Part I (20 points)

1. How might you differentiate between a child who has mild MR and a child with a
learning disorder?
2. What is the difference between a learning disorder, a communication disorder,
and a learning disability?
3. What is a ‘perceptual map’ for language and how does it develop?
4. What does the theory of “multiple intelligences” imply for learning?
5. What has research shown to be the best predictor (a child’s capacity) of school
performance and overall intelligence?
6. What is ‘phonological awareness’ and how is it related to LD?
7. What specific deficit may be inherited by children with a positive family history
for a language-based LD?
8. What are three interventions for children who stutter?
9. What are three different errors that might be made by children who have a reading
disorder?
10. What is the most common learning disorder?
11. Briefly summarize the arguments made by the code-emphasis model versus the
whole-language model used to alleviate reading disorders.
12. Who is more likely to be diagnosed with both stuttering and LDs, girls or boys?
Why?
13. What is the most common cause of LDs?
14. With regard to reading and phonological problems, what specific deficit in
perception interferes with many different functions of the brain?
15. What hemisphere is implicated in nonverbal learning deficits, and what specific
subject seems most related to nonverbal learning?
16. Briefly list the steps involved in Direct Behavioral Instruction
17. What is the role of medications in LDs?

Part II (10 points)

1. Why might a child with a learning disorder ‘look’ like s/he has ADHD or other
conduct problems? (4 points)
A child with a learning disorder might find it hard to keep up in class, and so
might become upset and act out in frustration and anger. Pressure from parents
and teachers might exacerbate this. The child might also act out to draw attention
to himself, that he is having difficulties. The anxiety to perform might also make
him restless and make it hard to pay attention, giving the impression of ADHD.
2. According to Tiu and colleagues, what was the role of Performance IQ in
reading? (be brief, but address all components of reading) (4 points)
According to Tiu and colleagues, Performance IQ was an important predictor for
reading and accounted for a significant portion of the variance in reading
comprehension. PIQ was also a significant predictor of processing speed, reading
comprehension and listening comprehension. It also significantly predicted
decoding in the group with Reading Disorders.
3. In this study, what was the single best predictor of reading? (2 points)
Decoding was the single best predictor of reading