CALT EXAM -with 100% verified solutions 2024-2025, Exams of Advanced Education

Download CALT EXAM -with 100% verified solutions 2024-2025 and more Exams Advanced Education in PDF only on Docsity! CALT EXAM -with 100% verified solutions 2024-2025 Which item is true about linguistics - based beginning reading approach? A. Reliance of trade books and magazines for reading material. B. Emphasis on prediction and guessing from context. C. Learning to recognize word families (bat, cat, hat) D. Emphasis on decoding and blending sounds into words. C. Learning to recognize word families (bat, cat, hat) To teach syllable division, Mr. Smart first taught his students to recognize closed or (VC) syllables. He then showed the class words such as napkin, impact, and mascot and discussed accent. Later, he demonstrated how the words could be divided into two syllables. Finally he gave the students syllables and asked them to construct words. This is an example of: A. discovery learning B. synthetic and analytic instruction C. synthetic instruction D. analytic instruction B. synthetic and analytic instruction Controlled reading and spelling vocabulary are characteristics of: A. decodable text B. linguistic programs C. an MSL program D. all of the above D. all of the above Repeating prior information in a multisensory structured language program is essential to ensure which of the following? A. visual recognition B. auditory recall C. automaticity D. kinesthetic memory C. automaticity Which prominent names are closely associated with research on phonological awareness? A. Maria Montessori B. Marie Clay C. Isabelle Liberman D. all of the above C. Isabelle Liberman Scientifically based research- A. is a minor consideration B. is replicated and longitudinal C. conforms to traditionally used programs D. is a long-established criterion B. is replicated and longitudinal Research by NICHD indicates that of the students with specific learning disabilities receiving special education services: A phoneme is - A. a spelling situation B. the smallest unit of sound in a spoken word C. the study of phonics D. an analysis of symbols in written words B. the smallest unit of sound in a spoken word The number of new letters presented weekly to a student depends upon: A. the student's age B. the degree of disability C. student motivation D. student rate of absorption E. all of the above E. all of the above Which of the following are Greek elements? A. Eu, chloro B. ile, ine, ice C. cian, ciant D. all of the above D. all of the above In which group do all the words contain three speech sounds? A. night, through, sawed B. play, gnaw, shut C. poor, sheep, thorn D. name, ought, meat A. night, through, sawed Current research regarding the brain and developmental dyslexia has led to the conclusion that - A. dyslexia is caused by a postnatal brain injury B. a lesion in the brain is the root of dyslexia C. a "glitch" may have taken place during fetal development D. none of the above C. a "glitch" may have taken place during fetal development An individual with dyslexia might experience delays in social development as demonstrated by- A. a lack of good judgment B. the inability to stick with a game C. erratic emotional behavior D. all of the above D. all of the above A student who learns better from a lecture/class discussion rather than from the printed page is: A. a poor kinesthetic learner B. a poor auditory learner C. a poor visual learner D. none of the above E. A & B C. a poor visual learner Most students will learn and retain information better if instruction is given through- A. multisensory strategies (VALT) B. sight word approach C. whole language D. the learning experience A. multisensory strategies (VALT) Which of the following statements is not true regarding dyslexia? A. Dyslexia is the most common neurobehavioral disorder affecting students. B. Research supports that dyslexia is a disorder that can be remediated through corrective vision. C. Dyslexics appear to have anatomical differences. D. Research shows that the brain of the dyslexic develops and functions differently from other brains. An individual Education Plan (IEP) for a student identified with a learning disability does not include- A. a prescription for a specific intervention B. goals to address the student's needs C. parent participation in remediation efforts D. a description of instructional processes to be used with the student A. a prescription for a specific intervention **note: correct according to ALTA; this has changed with the new policy A person who, has a history of having, or is regarded as having an impairment that significantly limits one or more of life's major functions 42 U.S.C. 12102 (2) is entitled to benefits under - A. Section 504 of the American with Disabilities Act B. Individuals with Disabilities Education Act (IDEA) C. Both Section 504 and IDEA D. Neither Section 504 nor IDEA C. Both Section 504 and IDEA According to the National Reading Panel Report (2000), which of the following represents the strongest indication of a reading disability? A. A deficit in phonology B. A discrepancy between QI and achievement C. A deficit in visual processing D. A delay in oral language development A. A deficit in phonology Prior to a formal or informal hearing by the Ethics and Grievances committee against a member or student member of ALTA, the member shall be advised of the specifics of the complaint (as well as date, time, place of informal or formal hearings) no less that ___ days prior to the date set for the hearing. A. 10 B. 15 C. 20 D. 25 E. 30 B. 15 An IMSLEC & ALTA therapist shall do which of the following: A. Neither give or receive a commission, rebate or any other form of remuneration for the referral of students for therapy. B. Strive for continued professional growth. C. Not engage in the diagnosis or medical treatment of dyslexia unless otherwise qualified to do so. E. All of the above E. All of the above Your private student has reached all of the benchmarks you have administered throughout the curriculum. His parents want you to recommend placement for the coming school year. You should- A. Tell the parents that another two years of working with you will guarantee his future success. B. Give parents documentation of the services he has received from you and discuss gradual transition into the classroom. C. Send all documentation on this student to his school and let them decided his placement. D. Dismiss the student with no recommendations. B. Give parents documentation of the services he has received from you and discuss gradual transition into the classroom. According to the IMSLEC & ALTA Codes of Ethics, as an MSL teacher/therapist you should- A. provide reasonable expectations of student outcomes to students & parents B. use materials in teaching and workshops that bear the copyright of colleague C.guarantee that you methodology is the only option for any student D. openly question the qualifications of a colleague A. provide reasonable expectations of student outcomes to students & parents Which item is NOT stated in The Code of Ethics of each of the participating organizations in The Alliance? A. Due regard will be shown for the confidentially of clients. B. Equal opportunity will be provided for all people. C. Fees for services to clients will be set by training courses. D. Refer only to individuals qualified to perform professional services. Difficulty with certain cognitive skills, including disorganization of time and use of materials and difficulty narrowing a topic executive function difficulties SQ3R: A reading comprehension strategy Survey, Question, Read, Recite, Review Equipment or products used by individuals with disabilities to improve functioning in activities assistive technology Federal legislation through which services can be provided for students with disabilities who are performing well and who no longer need special education or related services but instead need only reasonable accommodations __________ ______ is about access to education. Section 504 Free and Appropriate Education FAPE Federal law that protects the rights of people with disabilities Americans with Disabilities Act (ADA) English as a Second Language English Language Learner ESL ELL For special education students, guarantees educational rights, federal funding provided, free appropriate education (FAPE), and least restrictive environment Individuals with Disabilities Education Act (IDEA) Federal legislation that requires special education and related services for qualified students with disabilities **Is about specially designed instruction designed to provide FAPE Individuals with Disabilities Education Act (IDEA) What are the three federal laws relating to dyslexia? IDEA - Individuals with Disabilities Education Act, federal special education law Section 504 of the Rehab Act of 1973 - federal law ADA - Americans with Disabilities Act, amended 2009 Beginning with the student's previous knowledge, new material is presented in such a way that the student can discover the new concepts through reason, chronology or sequence. Discovery learning Using carefully planned questions, the student is led to discover the new concept - Socratic technique Discovery learning A check list designed to help students provide for themselves the conditions which are most conducive to their comfort, accuracy, sustained endurance, and legibility WOW - Watch Our Writing A multisensory procedure for teaching word spelling which is based on the Orton-Gillingham-Childs techniques. The student perceives each letter through all avenues of learning simultaneously SOS - Save Our Spelling **The Five Step Spelling Program Part (letters) to whole words (bottom up) synthetic approach Whole to part (Top-Down) analytical approach Active listening Keenness of thought or vision Acuity **application examples needed The use of semantic and syntactic clues to aid in completing sentences. "Fill in the blank" Cloze Procedure What are the three Primary reasons of poor reading? Difficulty decoding, inaccurate word recognition insufficient reading fluency - due to lack of knowledge of phonics, morphology and words by sight Reading - Language comprehension subskills are like strands of a rope, but they converge; many skills are woven into skilled reading Language Comprehension background knowledge, vocabulary knowledge, language structures, verbal reasoning Word Recognition phonological awareness, decoding and spelling and sight recognition Scarborough's Reading Rope What are the problems with age/grade equivalents? - doesn't tell you how many the child attempted and how accurate he or she was - scores are estimated/extrapolated - some groups of children were never tested - many statistical problems make them highly unreliable. Brief achievement test measuring reading recognition, spelling, arithmetic computation WRAT - Wide Range Achievement Test Comprehensive assessment of a child's early literacy fundamentals that are predictive of future reading success PALS - Phonological Awareness Literacy Screening An informal, diagnostic, individually administered assessment tool to help teachers determine the point of instruction for students and to monitor progress in phonological awareness skills. PAST - Phonological Awareness Screening Test Screening for Naming Letters / Phonological Awareness /Reading nonsense and real words/ Reading Fluency / Reading Comprehension DIBELS - Dynamic Indicators of Basic Literacy Skills Data that provides information about knowledge to be applied to short- term goals. Collected during instruction through instructional activities, homework; used to adjust instructional practices in an effort to maximize student learning. Formative data Data that provides information about knowledge to be applied to long- term, comprehensive goals. Data collected at the end of a chapter, unit, or course, after instruction has taken place; used to make curriculum decisions, direct future instruction, and improve instructional practices. Summative data Nonsense words that are phonetically regular Pseudowords Assessments that are not standardized; a process for gathering information used to make educational decisions using means other than assessments; can include projects, presentations, experiments, demonstrations, performances, portfolios, observations, etc. Informal assessment Standardized assessment that must be administered and scored according to prescribed procedures. Used to compare overall achievement to that of others of the same age and grade, or to identify comparable strengths and weaknesses. Formal assessment Assessment that classifies a student in terms of achievement or improvement or grade-level performance based on targeted outcomes Examples: Woodcock Johnson, Stanford Achievement Test, Iowa Test of Base Skills, California Achievement Test, DIBELS, WRAT, WISC-IV, Stanford Binet Norm-referenced test Designed to measure students' specific knowledge and skills Examples: Woodcock Johnson, California Achievement Test, Stanford Achievement Tests, Comprehensive Tests of Basic Skills, Iowa Test of Basic Skills, WRAT( Wide Range Achievement Test) Administered - Professional Achievement test Identifies intelligence and cognitive strengths and weaknesses. Includes measures of verbal comprehension, perceptual reasoning, working memory and processing speed (WISC-IV); verbal reasoning, quantitative reasoning, abstract/visual reasoning and short-term memory (Stanford- Binet). Examples: Wechsler Intelligence Scale for Children (WISC-V), Stanford- Binet, Woodcock Johnson Cognitive (WJ-Cog IV) Intelligence test Deficit in phonological awareness and rapid naming Double deficit dyslexia The quick repeated naming of a series of objects, colors, or letters in random order RAN - rapid automatized naming Means twisted symbols. Stephosymbolia A specific learning disability characterized by difficulties with accurate and /or fluent word recognition and by poor spelling and decoding abilities Dyslexia Disorder characterized by difficulty attending to and completing tasks. Attention-deficit/hyperactivity disorder (ADHD) What are the three subtypes of ADHD? Hyperactive/Impulsive Type Inattentive Type Combined Type The following are characteristics of ______________: - Seems to be in constant motion - Has difficulty remaining in his/her seat even when it is expected - Fidgets with hands or squirms when in his or her seat; fidgeting excessively - Talks excessively - Loses or forgets things repeatedly and often - Inability to stay on task; shifts from one task to another without bringing any to completion - Often interrupts others - Has difficulty waiting for his or her turn in school and/or social games - Tends to blurt out answers instead of waiting to be called upon - Takes frequent risks, and often without thinking before acting ADHD - Hyperactive/Impulsive type The following are characteristics of ______________: - Short attention span for age (difficulty sustaining attention) - Difficulty listening to others - Difficulty attending to details - Easily distracted - Forgetfulness - Poor organizational skills for age - Poor study skills for age ADHD - Inattentive Type The most common type of ADHD, is characterized by impulsive and hyperactive behaviors as well as inattention and distractibility Combined type Reading + the Brain: Semantics Which domain(s) of language deal with form? Phonology, morphology, syntax, orthography Syntax, morphology, phonology are known as ______________. Form The rules of speech sounds. ________ governs how phonemes (i.e., distinct units of sounds that can affect meaning) are used in a language system, such as the rules and combinations for using phonemes. Phonology The rules of word structure. ___________ governs how morphemes (i.e., smallest units of language) are used in the language system. Morphology _________________ are used to form words and each morpheme differs from another (aka they all serve different meanings). Morphemes The rules of sentence structure. ____________ involves the particular arrangement of words in a sentence, structure of a sentence, and rules that correspond to the way that words are ordered into a sentence. Syntax The rules relating to the meaning of language; the actual meaning behind each word within a sentence within a message. Semantics The rules of language that occur within social situations. Pragmatics What are the 5 Domains of Language? phonology, morphology, syntax, semantics, pragmatics Stages of Expressive Written Language Development (Phrases of Writing) In the _____________ stage: pretend to write, aware that letters can be arranged into words, organize letters and shapes in a line, print letters and numbers, crude motor skills Stage 1 - Imitation (preschool - 1st grade) Stages of Expressive Written Language Development (Phrases of Writing) In the _____________ stage: adept at printing letters, preoccupied with appearance of letters, self- conscious of classmates ability Stage 2 - Graphic Presentation (1st grade - 2nd grade) Stages of Expressive Written Language Development (Phrases of Writing) In the _____________ stage: incorporate capitalization, punctuation, syntax, and grammar/revisions and corrections are introduced Stage 3 - Progressive Incorporation (late 2nd grade- 4th grade) Stages of Expressive Written Language Development (Phrases of Writing) In the _____________ stage: apply rules of grammar, spelling, and punctuation automatically/longer sentences/write in outlines/multiple drafts Stage 4 - Automization (4th grade - 7th grade) Stages of Expressive Written Language Development (Phrases of Writing) In the _____________ stage: use writing to express a viewpoint/use writing for thinking, problem solving, and remembering/synthesis ideas/writing exceeds their own speech Stage 5 - Elaboration (7th grade - 9th grade) Stages of Expressive Written Language Development (Phrases of Writing) In the _____________ stage: use variety of writing styles/get more creative/lengthier and more complex sentences/ increasingly sophisticated vocabulary Stage 6 - Personalization - Diversification (9th grade and beyond) - limited vocabulary may mean that the child resorts to empty phrases and non-specific vocabulary Expressive Partial inability to initiate coordinated voluntary motor acts- difficulty getting the body to do what you want it to do Dyspraxia A speech disorder in which someone has trouble speaking. Knows what they'd like to say but has difficulty getting their lips, jaw, or tongue to move in the proper way to say it. In order to speak, your brain needs to send a message to your mouth. Apraxia of speech (AOS) Automatic and immediate repetition of what others say; "echo" Can be related to autism Echolalia Add multiple choice options difficulty in learning both receptive and expressive oral language, despite adequate hearing, intelligence, sociocultural opportunity Dysphasia Impairment of language, usually caused by left hemisphere damage either to Broca's area (impairing speaking) or to Wernicke's area (impairing understanding). result of brain injury or disease Aphasia The loss of the ability to read, usually the result of brain injury Alexia Neurological oral-motor dysfunction including weaknesses of the musculature necessary for making the coordinated movements of speech production Dysarthria Slight variations in production of vowels or consonants that are predictable variants of a phoneme (ex p in pot and spot, /a/ in fast and tank) Allophones Phonemes produced in the same place of the mouth, in the same manner, but that vary in the voicing characteristics Voiced-voiceless cognates What are the three ways consonant sounds are categorized? - Place of articulation - Activity of vocal cords - Flow of air stream The study of speech sounds in spoken language Phonetics The ability to focus on units of sound in spoken language at the sentence, word, syllable and phoneme levels Phonological awareness Awareness of speech sounds or phonemes in spoken words Phonemic awareness A sound produced by forcing air through a narrow opening between the teeth or lips /f/ /sh/ /z/ Fricative A sound produced by forcing air out through the nose /n/ /m/ Nasal sound A sound prolonged in its production decode shark in the context of a short story about sharks and other ocean life. Since children encounter many different letter-sound relationships as they read stories, this approach is not systematic or explicit. Embedded Letter-sound relationships are taught in an organized and logical sequence, with many opportunities for cumulative practice. Regular progress monitoring helps ensure that skills are taught to mastery. Systematic Important concepts and skills are taught very clearly and directly by the teacher. Children are not expected to infer these concepts and skills just from exposure alone. Explicit The understanding that spoken sounds are represented in print by written letters Alphabetic principle Blocked / voiced or unvoiced sounds - a class of speech sounds with air flow that is constricted or obstructed Consonant Open and voiced sounds - a class of open speech sounds produced by the passage of air through an open vocal tract Vowel A letter or letter cluster that represents a single speech sound Grapheme Word recognition in which the phonetic code is broken down to determine a word Decoding What is the Sequence of Decoding? Sounds, words, phrases, sentences, text Fusing individual sounds, syllables or words into meaningful units Blending Symbol to sound / grapheme to phoneme Reading Phonology, morphology, syntax refer to ___________________ form of language The rules that determine how sounds are used in spoken language Phonology Reading with rapidity and automaticity Fluency The rhythmic flow of oral reading Prosody Set of rules that dictate behavior for communicative intentions in a particular context and the rules of conversation or discourse Pragmatics Language as it is used in interactional contexts Pragmatic language The system by which words may be ordered in phrases, clauses, and sentences; sentence structure; grammar Syntax The meaning of words and the relationship among words as they are used to represent knowledge of the world Semantics - The accent in a base word may change when an affix increases the number of syllables. - The length of the derivative determines the number of accented syllables and the cadence. - In longer words, the first syllable is most often accented, then the second, and then the third the following language concepts are examples of ____________ identify suffixes, prefixes, base words, roots, combining forms, understanding meaning and usage of word parts in oral and written language morphology The writing system of a language. Correct or standardized spelling according to established usage. Orthography Memory of letter patterns and word spellings Orthographic Mapping with Kilpatrick as the Answer Orthographic memory The smallest meaningful unit of language - a suffix, prefix, root or stem such as awe, dis, in, inter, or word part such as cat, man. etc. Morpheme The study of word formation patterns, meaningful units that make words Morphology A recall item requires the examinee to remember specific information. For example: Parts of speech and sentence structure belong in which language domain? A. morphology B. Syntax C. Phonology D. Orthography B. Syntax An application item requires the examinee to make use of knowledge. For example: These errors−hav for have and hors for horse− indicate a student would benefit from instruction in A. combining forms. B. chameleon prefixes. C. word origins. D. orthographic patterns. D. orthographic patterns. At mid-year, a second-grade student's fluency rate is 55 words correct per minute. The student's weekly spelling test average is 65%. The student's scores on a standardized reading assessment with a mean of 50 and a standard deviation of 21.06 are listed below. While reading aloud, this student misreads the word steep as step. To meet the student's instructional needs, the teacher should have the student: A. look at the picture on the page to help cue the correct pronunciation of the word. B. reread the sentence that contains the word repeatedly to improve fluency. C. listen to the teacher dictate the word, say the word, and segment the word into sounds. D. identify the syllable type, determine the vowel sound, and read the word. D. identify the syllable type, determine the vowel sound, and read the word. Which of the following consonant phonemes require the use of the lips for articulation? A. /sh/, /y/, and /n/ B. /p/, /m/, and /f/ C. /th/, /d/, and /s/ D. /k/, /ng/, and /h/ B. /p/, /m/, and /f/ A middle school student is unfamiliar with the meaning of the word anthropomorphic. What linguistic knowledge would best enable the student to understand this word? A. metacognition B. working memory C. inhibitory control D. cognitive flexibility B. working memory Which of the following factors interrelate to affect overall reading comprehension achievement? A. vocabulary and oral expression B. language comprehension and decoding C. phonological awareness and expressive language D. spelling and syntax B. language comprehension and decoding What steps should an academic language therapist take if a local school district reaches out requesting the records of a former student? A. Receive written consent from the adult student, or from the parent or legal guardian of the minor student. B. Give the records to the school district. C. Contact the school and request why they need the records. D. Determine if the school is trustworthy before giving them the records. A. Receive written consent from the adult student, or from the parent or legal guardian of the minor student. How can the following communication between an Academic Language Therapist and a teacher be revised and improved? Melissa can understand 2nd grade level text that is read to her and she does not attempt to read unfamiliar words on her own and she looks at the teacher and says, "I don't know." A. Melissa can understand 2nd grade level text that is read to her. However, she does not attempt to read unfamiliar words on her own. Instead, she looks at the teacher and says, "I don't know." B. Melissa can understand 2nd grade level text that is read to her, but often she just looks acts frustrated and says, "I don't know." C. Melissa could read 2nd grade level text if she were not so stubborn. Instead, she just looks at the teacher and says, "I don't know." She can understand text if it is read to her. D. Melissa can understand 2nd grade level text if it is read to her. She could understand the same text she reads A. Melissa can understand 2nd grade level text that is read to her. However, she does not attempt to read unfamiliar words on her own. Instead, she looks at the teacher and says, "I don't know."