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CALP Exam Revised Study Guide
1. tilde: waving line placed over a vower before "r" in a combination to indicate unaccented syllable ~
2. syntax: arrangement and sequence of words in sentences, clauses, and phrases; set of principles that dictate sequence and
function in order to convey meaning ( G.U.M.)
3. voiced/unvoiced cognates: phonemes pronounce din the same place of the mouth but vary in voicing
/k/ /g/
4. phonology: sound system of a language; science of speech sounds;the study of peach sound system, rules and patterns of
speech; unconscious rules and patterns of spoken language (sad vs sank)
5. suprasegmental: aspects of language ( intonations, pitch, juncture, speaking rate) supersize
6. occipital cortex: vision; receives information first
7. Old English: Began when Angles, Saxons, Jutes arrived in England. Language of Vikings; Old Norse and Latin also influenced;
Teutonic invasion; Christianizing of Britain; 449 AD-1066; decline of Old English as result of Norman Conquest
8. phonological awareness: an umbrella term used to refer to a student's sensitivity to sound structure in
language; understanding of internal linguistic structures of words; awareness of onset-rime and individual phonemes
9. naming speed: a speed naming task; administered to pre-readers
10. phoneme: smallest unit of sound in speech /s/ /a/ /d/; individual sound unit in spoken words
11. prosody: vocal intonation and meter of spoken language;readers sound as if they are speaking;significant to
communicate and comprehend emotions and attitudes
12. Torgensen, Lundber, and Foorman: phonological awareness is a critical factor in dyslexia
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13. macron: diacritical line over long vowel sound
14. breve: diacritical mark over short vowel sound
15. cedilla: diacritical mark under C indicting soft sound
16. base word: word before aflxes added/can stand alone
17. Grace Fernald: Kinesthetic method influenced Orton; he suggested kinesthetic-tactile reinforcement of visual and auditory
associations could reverse transposition of letters
18. 3 layers of language: Anglo-Saxon; Latin; Greek
19. Anglo-Saxon Layer: stresses everyday life; common words; usually 1 syllable
20. Latin Layer: used in more formal settings; often found in lit, science in upper elem texts etc; longer than A-S
21. Greek Layer: scientific; roots often combine forms and compounds
22. bound morpheme: must be attached to other morphemes ( -ed, pre-)
23. chameleon prefix: prefix whose final consonant depends on the initial letter of a root (in- changes to -ir) Clue: when
you see double consonants at beginning of word
24. cloze procedure: "fill in the blank" reading
25. curriculum-referenced test: Items taken from curriculum - not tested on material not taught. Good match
between assessment and instruction. Can be informal or formal.
26. diagnostic evaluation: Used to identify the nature and source of an individual's educational, psycholog- ical, or
medical diflculties/disabilities in order to facilitate remediation
27. discovery method: Socratic method; presentation of new material can be deduced by students
28. dysarthria: nervous system disorder which hinders control over tongue, throat etc ( slurred speech)
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44. synthetic instruction: presents the parts of the language and then teaches how the parts work together to make a
whole; part of MSLE
45. dyslexia instruction: explicit, systematic, cumulative, structured and multisensory
46. IDEA Amendments 1997: FAPE - free and appropriate public education
47. Interactive Components of Language: Form ( phonology, morphology); Syntax (orthography); Content
( semantics); Use (pragmatics)
48. Alvin and Isabelle Lieberman: 1971; alphabetic principle and its relationship to phonological aware- ness in
reading; deficits in Phono. Processing underlie most reading disabilities
49. Kenneth and Yetta Goodman: whole language; DEAR; evaluation thru miscues
50. Ken Goodman and Kenneth Smith: key names in whole language
51. Frank Smith: founder of whole language concept
52. Denckla and Rundel: dyslexic students have trouble with rapid naming
53. Wolfe and Bowers: coined 'double deficit' = both phonological processing and rapid naming ; 1986
54. morpheme: smallest meaningful LINGUISTIC unit; can be word or aflx
55. morphology: the study of how morphemes are combined into words
56. multisensory: any learning activity that includes 2 or more sensory modules to receive or express information
57. encode: spell
58. formative evaluation: ongoing assessment
59. free morpheme: can stand alone as a word
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60. graphic organizers: visual displays of information to help study ( outlines, story wheels, etc.
61. informal testing: structured but not standardized; presentation can be modified to probe responses unlike
standardized tests
62. nasal: sound produced when air is blocked in oral cavity and escapes thru nose ( m, n, ng)
63. orthography: the writing system of a language; correct or standardized spelling
64. phonological memory: holding info about sounds/words in memory
65. phonological processing: an umbrella term for oral language processing abilities related to SOUNDS ( phon.
memory, phon. awareness, naming speed)
66. repeated readings: method to increase fluency
67. sound/symbol correspondence: matching the sound a letter makes to its orthographic represen- tation of
that sound /t/ = T
68. invented spelling: temporary; encouraged in young students to develop sound/symbol knowledge
69. instant/rapid word recognition: automaticity in word recognition; permits energy to be focus don
comprehension
70. screening: gives info about a student's knowledge and skill
71. semantics: aspect of language concerned with meaning.
72. sibilant: hissing sound ( s, x, z, etc)
73. Isabelle Lieberman: deficits are from phonological processing or awareness
74. Keith Stanovich: 1986 Matthew Ettect; deficit in phon. processing NOT visual processing 1991; phonological core
deficit
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91. dyspraxia: sensorimotor disruption; motor signals to muscles ( as for speech) are not easily received
92. etymology: origin and history of a word
93. fluency: translating print to speech ( oral reading) at an appropriate rate which allows reader to comprehend text
94. graphophonemic knowledge: recognition of the alphbet and the understanding of sound/symbol relationships
and spelling patterns
95. inflectional ending/suffix: letters that combine with base word to express tense, #, mood, or person. ( -s, -ing, -
ed)
96. metacognition: deliberate rearrangement or modal transfer of info; awareness of one's own thinking strategies
and how they work; being consciously engaged in one's own learning
97. Dr. Pringle Morgan: 1896; Congenital Word Blindness;inability to read despite no apparent injury or illness
98. cognition: ability to think, reason, and solve problems; measured by IQ test; generalize form past experience and use that
knowledge to respond to new situations
99. comprehension: making sense of what is read;dependent on
100. achievement test: standardized test designed to eflciently measure the amount of knowledge and/or skill a person
has acquired used as a measurement to evaluate student learning in comparison with a norm
101. age equivalent: score calculated based on the age an average person would score within the testing
population
102. ALTA: Academic Language Therapy Association
103. Chall's Stage 0: Pre-reading; Oral language development
104. Chall's Stage 1: Initial reading; letters represent sounds/SS Relationship
105. Chall's Stage 2: Confirmation and Fluency-decoding skills, fluency etc
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106. Chall's Stage 3: Reading for Learning "the new" - expand vocab, build backgrounds, expand strategies
107. Chall's Stage 4: Multiple viewpoints - analyze text critically
108. Chall's Stage 5: Construction and reconstruction - construct understanding based on analysis and synthesis
109. CTOPP: Comprehensive Tesos of Phonologically Processing. Screening test
110. dipthongs: 2 vowels standing adjacent in the same syllable whose sounds make on syllable - oi, oy, ou(out), and ow
(cow)
111. expressive language: the ability to organize thoughts and express them verbally to others
112. GORT: Gray Oral Reading Test; growth in oral reading, aid in diagnosing reading difficulties
113. Great Vowel Shift: England 1350-1500 responsible for many peculiarities of English. Otto Jespersen.
114. Language Experience: Whole Language; uses child's oral language for spelling and reading
115. Letter naming chart: screening test, elementary only
116. linguistic method: supported by qualitative research only; teaches whole words; not explicit
117. Middle English: Edward III; English again official language; Canterbury Tales; English borrows form latin and Greek;
Anglo-French compounds appear ( gentleman, faithful)
118. Modern English: Shakespeare; Johnson - 1st English dictionary; Webster and Oxford
119. MSL: multisensory structured language
120. another name for multisensory approach: VKAT
121. NICHD: Nat'l Institute of Child Health and Human Development
122. Norman Conquest: removed the ruling class; brought about a transformation of English
10 / spelling; taught explicitly, systematic, sequenced; how to blend
140. medial: anything between 1st and last
141. blending: combining spoken morphemes to form syllables and words
142. bound morpheme: must be attached to other morphemes ( -er, - s)
143. Wernike's area: receives information 3rd; responsible for understanding the language, subvocalizing
144. when is a vr not a vr?: when it is followed by a vowel ( very, arid)
145. Word Deafness, 1937: Orton and Dozier
146. Pre English: Celts conquered by Caesar; Teutonic tribes, Anglo-saxon layer of language
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147. Anglo-Saxon: Old English, between 5-12 century( England and SE Scotland
148. grapheme: letter or group of letters used to spell a phoneme or single speech sound ( -igh, /i/)
graph=write=spell
149. Systematic and Cumulative Instruction: MSLE - must follow logical order of language; begin with easy
and progress to more diflcult material
150. Universal Screening: step taken to determine who is at risk for not meeting grade standards.
151. cognitive assessment: gathering test scores and data to make a judgement about an individuals ability to perform
mental activities ( IQ tests)
152. composite score: combines several scores according to a specified formula
153. derived score: when raw scores are converted by numerical transformation( raw scores to percentile ranks or standard
scores
154. percentage: includes scores in a specified distribution that fall below the point at which a given score lies.
