CALT Vocabulary Development and Word Knowledge 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 Vocabulary Development and Word Knowledge flashcards as text
A student consistently substitutes 'purchase' for 'buy' in conversation but struggles to read either word. This pattern suggests:
Answer: Strong oral vocabulary but a decoding-vocabulary gap
The student's oral synonym use demonstrates strong oral vocabulary; the difficulty reading both words points to a phonological decoding gap rather than a vocabulary gap.
Which activity would best help a student with dyslexia consolidate the meaning of the word 'persevere'?
Answer: Creating a sentence, drawing a visual, and identifying a personal example of perseverance
Connecting a new word to a visual representation and personal experience deepens semantic encoding through multiple pathways, consistent with MSL principles.
The 'rich vocabulary instruction' approach recommended by research includes all of the following EXCEPT:
Answer: Providing only a single brief definition for efficiency
Rich vocabulary instruction requires deep, repeated engagement with words; a single brief definition does not provide the depth needed for durable word learning.
A CALT wants to help a student understand that 'telephone,' 'telescope,' and 'television' share a common Greek root. What is that root and its meaning?
Answer: 'Tele-' meaning far or distant
The Greek prefix 'tele-' means far or at a distance, connecting the meanings of telephone (far sound), telescope (far sight), and television (far vision).
Which best describes the relationship between morphological awareness and reading comprehension in students receiving CALT instruction?
Answer: Strong morphological awareness supports both word identification and the ability to infer meanings of unfamiliar words, boosting comprehension
Research consistently shows that morphological awareness improves both word-level decoding and the ability to infer meanings of novel words, directly supporting reading comprehension.
When a CALT teaches the concept of antonyms, synonyms, and homonyms together, this is an example of teaching vocabulary through:
Answer: Word relationships and semantic networks
Teaching antonyms, synonyms, and homonyms builds semantic networks by helping students understand how words relate to each other in meaning.