To help a student with a mild speech disorder, a teacher should:
a) avoid finishing the student's sentences when he or she is having difficulty pronouncing words.
b) accentuate the way a word that is often mispronounced by the student should sound.
c) call on the student less frequently than others, to avoid embarrassment.
d) ask the student to write instead of speak.
a The teacher should model acceptance of the child with speech disorders in several ways including not finishing his/her sentences.
You might also like to view...
The child’s understanding of his personal experiences is an important attribute of the theory developed by
a. Sigmund Freud. b. Carl Rogers. c. Erik Erikson d. Lev Vygotsky.
Why did people criticize Kohlberg's use of moral dilemmas as a basis for his conclusions about moral development?
a. They represented moral dilemmas that were too different from most people's everyday lives. b. They did not represent true dilemmas. c. They had no strong moral theme. d. They represented moral dilemmas that were too familiar.
Reaction time is faster for recognizing a string of letters as a word if previously exposed to
other words in the same category (e.g., faster recognition of orange after seeing grapes, banana, apple, pear). This illustrates: a. priming and spreading activation. b. synchronicity and chunking. c. dual learning processes. d. automatization.
A visiting curriculum evaluation team criticized a school district for teaching too much inert knowledge. A disadvantage, they said, is that, according to educational psychologists, inert knowledge is:
a) at too high a level for students in the various grades. b) useless due to the students' inability to apply it outside the classroom. c) highly difficult for teachers to present. d) only one point of view, not necessarily the correct one.