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This activity contains 10 questions.

Question 1.
When assessing learning strategies, educators are concerned with the ways students use specific learning abilities in situations that require the acquisition of new skills or information.

End of Question 1

Question 2.
Most of the research on specific learning abilities comes from the study of students with mental retardation.

End of Question 2

Question 3.
The traditional approach to assessment of specific learning abilities stresses identification of deficits in areas such as memory, visual perception, and auditory discrimination.

End of Question 3

Question 4.
Response to intervention (RTI) is a relatively new option that the nation's states must make available as a method for the identification of a learning disability.

End of Question 4

Question 5.
A first priority in the assessment of any student referred for school performance problems is to determine his or her current status in vision and hearing.

End of Question 5

Question 6.
Many students with learning disabilities show inefficient and ineffective strategies for learning.

End of Question 6

Question 7.
Students with learning disabilities recall more information than typical students because they actively rehearse the material to be learned.

End of Question 7

Question 8.
It is not possible to teach students new strategies for learning.

End of Question 8

Question 9.
Information about a student's learning strategies is typically gathered via informal assessments such as observations and interviews.

End of Question 9

Question 10.
Measures of visual perception continue to be one of the primary specific abilities assessed in early assessment programs.

End of Question 10

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