CALT Reading Fluency and Decoding Development Flashcards
7 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 7 CALT Reading Fluency and Decoding Development flashcards as text
Which approach best describes 'repeated reading' as an instructional fluency technique?
Answer: Reading the same passage multiple times to increase rate and accuracy
Repeated reading involves re-reading the same text multiple times until a fluency criterion is met, improving rate, accuracy, and prosody.
A student consistently omits the inflectional suffix '-ed' when reading past-tense verbs aloud. Which phonological skill is most likely underdeveloped?
Answer: Morpheme awareness and decoding of inflectional endings
Omitting '-ed' indicates weak morpheme awareness and difficulty decoding inflectional suffixes that signal grammatical meaning.
What does the Hasbrouck and Tindal oral reading fluency norms primarily measure?
Answer: Words correct per minute benchmarks by grade and time of year
Hasbrouck and Tindal norms provide words-correct-per-minute (WCPM) benchmarks for grades 1–8 at fall, winter, and spring assessment points.
The Ehri phase model suggests that a reader who uses full alphabetic mapping for every phoneme-grapheme correspondence is in which phase?
Answer: Full alphabetic
The full alphabetic phase is characterized by using complete phoneme-grapheme correspondences to decode unfamiliar words.
Which error pattern most strongly signals a deficit in orthographic mapping rather than phonological decoding?
Answer: Substituting visually similar words (e.g., 'horse' for 'house')
Substituting visually similar whole words suggests the reader is relying on visual gestalt rather than mapping phonemes to graphemes for storage in memory.
Which syllable type contains a vowel followed by a consonant and then a silent 'e' at the end of the syllable?
Answer: Vowel-consonant-e (magic e) syllable
The vowel-consonant-e syllable pattern (e.g., 'cake') has a long vowel sound produced by the silent final 'e'.
A student reads 98% of words correctly but at 60 WCPM (well below grade-level norms). The most appropriate instructional target is:
Answer: Reading fluency through rate-building practice on independent-level texts
High accuracy with low rate indicates a fluency deficit; rate-building practice using texts the student can read accurately is the appropriate intervention.