CALT Reading Fluency and Decoding Development Flashcards
6 cards from real CALT practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 6 CALT Reading Fluency and Decoding Development flashcards as text
Which of the following syllable types is defined as a syllable with a short vowel sound spelled with a single vowel letter followed by one or more consonants?
Answer: Closed syllable
A closed syllable ends in one or more consonants that 'close in' the vowel, producing a short vowel sound (e.g., 'cat,' 'nap,' 'script').
A student reads 'magic' as /ˈmæ.dʒɪk/ correctly but reads 'tragic' as /ˈtræ.gɪk/ (hard g). This error most likely reflects:
Answer: Incomplete mastery of the soft g rule in the context of vowels i, e, and y
The soft g rule states that g is typically pronounced /dʒ/ before i, e, or y; the student has not generalized this rule to 'tragic.'
During decodable text reading, a CALT corrects a student's oral reading error immediately. This practice aligns with which principle of structured literacy?
Answer: Diagnostic teaching — correcting errors prevents the consolidation of incorrect phoneme-grapheme mappings
Immediate error correction in structured literacy prevents incorrect responses from being practiced and entrenched, a core diagnostic-prescriptive teaching principle.
Which of the following words contains a vowel-r (r-controlled) syllable?
Answer: Startle
The word 'startle' contains the vowel-r syllable 'star,' where the /r/ modifies the vowel sound, creating the /ɑr/ sound.
Ehri's theory of orthographic mapping explains how fluent readers store words in long-term memory by:
Answer: Connecting the phonemes in a word to its graphemes through phonological awareness and letter-sound knowledge
Orthographic mapping occurs when a reader bonds a word's phonological representation to its letter sequence, allowing instant, effortless retrieval from memory.
A student's nonsense word reading score is significantly lower than their real word reading score. This pattern most likely indicates:
Answer: Reliance on sight word memory rather than phonological decoding strategies
When real word reading outperforms nonsense word reading, it suggests the student memorizes real words as whole units rather than applying phoneme-grapheme decoding rules.