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Formal and Informal Assessment for Dyslexia 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.

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  1. A CALT uses curriculum-based measurement (CBM) oral reading fluency probes with a student. What is the PRIMARY purpose of this informal assessment technique?

    Answer: To monitor progress and evaluate instructional effectiveness over time

    CBM oral reading fluency probes are used as a progress-monitoring tool to evaluate whether instruction is working and to guide instructional decisions.

  2. When interpreting a student's score on the Comprehensive Test of Phonological Processing (CTOPP-2), a CALT notes a Core Phonological Index score of 72. What does this indicate?

    Answer: Performance falls significantly below average, suggesting phonological processing deficits

    A standard score of 72 falls approximately two standard deviations below the mean of 100, indicating significant below-average phonological processing.

  3. A CALT conducts an error analysis on a student's oral reading and notices consistent substitution of short vowel sounds (e.g., reading 'bit' as 'bet'). This pattern MOST likely reflects a deficit in:

    Answer: Vowel discrimination and phoneme-grapheme correspondence for short vowels

    Consistent short vowel substitution errors indicate a specific gap in the phoneme-grapheme correspondence knowledge for short vowel sounds.

  4. Which of the following BEST describes the role of a spelling inventory (e.g., Words Their Way Elementary Spelling Inventory) in dyslexia assessment?

    Answer: It identifies the student's developmental spelling stage to guide word study instruction

    Spelling inventories are informal tools that reveal a student's orthographic knowledge and developmental spelling stage, directly informing instructional planning.

  5. A CALT is evaluating a 4th-grade student for dyslexia. The student reads connected text at a 2nd-grade level but scores in the average range on listening comprehension. This discrepancy MOST strongly supports which conclusion?

    Answer: The reading difficulty is likely specific to the decoding/print-access level rather than a comprehension language deficit

    Average listening comprehension with significantly below-grade-level reading suggests the deficit is specific to decoding and print access, which is characteristic of dyslexia.

  6. During a nonsense word reading task, a student correctly reads 'vint' and 'strom' but consistently misreads multisyllabic nonsense words like 'tormastic.' This pattern MOST likely reflects a weakness in:

    Answer: Syllabication strategies and decoding of multisyllabic words

    Successfully decoding CVC and CCVC nonsense words but failing on multisyllabic items indicates difficulty applying syllabication and morphemic analysis strategies.

  7. A CALT administers the Gray Oral Reading Tests (GORT-5) and calculates an Oral Reading Index. Which TWO subtests are combined to generate this composite score?

    Answer: Accuracy and Fluency

    The GORT-5 Oral Reading Index is a composite of the Accuracy and Fluency scaled scores, providing an overall measure of oral reading ability.