Formal and Informal Assessment for Dyslexia Flashcards

Which standardized assessment is commonly used to evaluate phonological processing in students suspected of having dyslexia?

Answer: Comprehensive Test of Phonological Processing (CTOPP-2)

The CTOPP-2 is a norm-referenced standardized assessment designed to measure phonological awareness, phonological memory, and rapid naming, which are core processing areas affected in dyslexia.

Curriculum-based measurement in reading primarily tracks:

Answer: A student's rate and accuracy on grade-level reading probes over time

CBM provides frequent, brief measures of reading fluency to monitor progress and evaluate the effectiveness of intervention.

A CALT notices that a student's reading fluency score is significantly below average but their listening comprehension is age-appropriate. This pattern most suggests:

Answer: A specific word-level reading deficit consistent with dyslexia

A discrepancy between strong listening comprehension and poor reading fluency indicates the difficulty is specific to word-level decoding rather than general language or intellectual ability.

An informal reading inventory can help a CALT determine a student's:

Answer: Independent, instructional, and frustration reading levels

Informal reading inventories identify three reading levels to guide text selection in instruction.

When a CALT conducts a phoneme segmentation assessment, they are measuring the student's ability to:

Answer: Break spoken words into their individual sounds

Phoneme segmentation requires the student to isolate and identify each individual phoneme in a spoken word.

Rapid Automatized Naming tasks measure a student's ability to:

Answer: Quickly name a series of familiar visual symbols such as letters, numbers, colors, or objects

RAN tasks assess the speed and automaticity of symbolic retrieval from long-term memory, a predictor of reading fluency independent of phonological awareness.