As a second-grade teacher, you receive the standardized achievement test scores for Molly and discover that she has gotten a grade-equivalent score of 4 on the reading subtest. You should conclude that Molly:
A) Had slightly below-average performance on the subtest.
B) Exhibited performance in the "gifted" range on the subtest.
C) Performed as well as the average fourth grader on the subtest.
D) Answered 40% of the questions on the subtest correctly.
C
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Which example highlights a teacher's use of positioning when talking to a hearing impaired student in the classroom?
A. Jamie, a hearing impaired student, sits in the very front of the classroom. Her teacher positions herself directly in front of Jamie while she teaches and makes sure to never talk with her back to the students or obscure her lips with her hands or other B. Trisha, a deaf student, sits in the back of the gym during PE class and must strain to read her teacher's lips while waiting for directions on the day's activities. C. Harper, a hard-of-hearing student, sits next to her recess supervisor instead of playing outside because she is worried she will not hear the whistle blow when it is time to go inside. D. Cheyenne, a deaf student, is placed at the back of the classroom next to another child who is hearing impaired. The two students are expected to communicate with one another in order to perform successfully in the classroom.
Research that has measured the event-related potentials (ERPs) of infants found that infants paid more attention to a stimulus when their caregivers
A. reacted to the stimulus in a negative way than in a positive way. B. appeared to be ignoring the stimulus. C. reacted to the stimulus in a positive way than in a negative way. D. reacted in a neutral way to the stimulus.