CALT Formal and Informal Assessment for Dyslexia 4

Question 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?

Accepted Answer

To monitor progress and evaluate instructional effectiveness over time

Answer

To diagnose dyslexia definitively

Answer

To determine eligibility for special education services

Answer

To measure phonological awareness skills in isolation

Question 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?

Accepted Answer

Performance falls significantly below average, suggesting phonological processing deficits

Answer

Performance is average for the student's age

Answer

Performance is slightly above average

Answer

The score is invalid and the test must be readministered

Question 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:

Accepted Answer

Vowel discrimination and phoneme-grapheme correspondence for short vowels

Answer

Phonemic decoding of multisyllabic words

Answer

Sight word recognition of high-frequency words

Answer

Prosody and reading rate

Question 4

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

Accepted Answer

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

Answer

It provides a normed standard score for eligibility determination

Answer

It measures phonological awareness without any orthographic component

Answer

It assesses reading comprehension through written responses

Question 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?

Accepted Answer

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

Answer

The student has a primary language disorder affecting both modalities

Answer

The listening comprehension score invalidates the reading data

Answer

The student requires assessment for intellectual disability

Question 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:

Accepted Answer

Syllabication strategies and decoding of multisyllabic words

Answer

Basic phoneme-grapheme correspondence for consonants

Answer

Sight word automaticity

Answer

Rapid automatized naming speed

Question 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?

Accepted Answer

Accuracy and Fluency

Answer

Rate and Comprehension

Answer

Rate and Accuracy

Answer

Fluency and Comprehension