A) math ability.
B) right and left brain functioning.
C) writing skills.
D) reading ability.
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A) Asperger syndrome
B) ADHD
C) Autistic disorder
D) ICF syndrome
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Multiple Choice
A) the whole-language approach
B) the phonics approach
C) the balanced-instruction approach
D) the morphological approach
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A) a genetic disorder or brain damage.
B) being raised by poorly educated parents.
C) an impoverished intellectual environment.
D) traumatic experiences in early childhood.
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Multiple Choice
A) Avoid repetition of the same instructional information.
B) Embed memory-relevant language when instructing children.
C) Motivate children to remember material by memorizing it.
D) Discourage children from engaging in mental imagery.
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A) ADHD.
B) dysgraphia.
C) ASD.
D) dyscalculia.
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Multiple Choice
A) Signs of high ability of an individual in a particular area do not manifest themselves at a very young age.
B) Deliberate practice is not required of individuals who become experts in a particular domain.
C) Individuals with world-class status in the arts, mathematics, science, and sports all report strong family support.
D) Individuals who are highly gifted are typically gifted in many domains.
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A) increase in relation to body height.
B) decrease in relation to body weight.
C) increase in relation to body weight.
D) decrease in relation to body height.
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A) subjective
B) relapsed
C) subtractive
D) retractive
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Multiple Choice
A) Direct instruction in the whole-language approach is a key aspect of learning to read.
B) Direct instruction in phonics is a key aspect of learning to read.
C) The whole-language approach and the phonics approach are equally effective in teaching children to read.
D) The morphological approach has been shown to be the best way to teach reading.
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Multiple Choice
A) precocity
B) a passion to master
C) marching to their own drummer
D) vehemence
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A) intrapersonal
B) analytical
C) practical
D) creative
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Multiple Choice
A) For adolescents and adults, new vocabulary is easier to learn than new sounds or new grammar.
B) Children's ability to pronounce words with a native-like accent in a second language typically increases with age.
C) Sensitive periods for learning a second language are constant across different language systems.
D) Adults tend to learn a second language slower than children, but their final level of second-language attainment is higher.
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A) logical
B) analytical
C) critical
D) creative
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