CALT Formal and Informal Assessment for Dyslexia 5

Question 1

A CALT wants to assess a bilingual student's phonological awareness in English while accounting for language background. Which consideration is MOST important when selecting and interpreting assessment tools?

Accepted Answer

Select measures normed on or validated with bilingual populations and interpret scores with awareness of cross-linguistic transfer

Answer

For bilingual students, it is critical to use tools validated with similar populations and to consider how the student's first language may influence phonological processing in English.

Question 2

What is the PRIMARY distinction between a screener and a comprehensive diagnostic battery in dyslexia assessment?

Accepted Answer

Screeners identify students who need further evaluation; comprehensive batteries provide detailed profiles of strengths and weaknesses

Answer

A screener efficiently flags at-risk students for follow-up, while a comprehensive diagnostic battery provides the in-depth data needed to characterize a student's specific profile.

Question 3

A student earns a standard score of 85 on a single measure of phonological awareness but shows multiple other risk indicators for dyslexia. A CALT should:

Accepted Answer

Consider the score within the full profile of multiple data sources before drawing conclusions

Answer

Assessment requires integrating multiple sources of data; no single score should be used in isolation to confirm or rule out dyslexia.

Question 4

Which of the following informal assessment approaches provides the MOST direct information about a student's knowledge of syllable types during reading?

Accepted Answer

Conducting a structured oral reading analysis using words representing each syllable type

Answer

A structured oral reading probe that includes words representing closed, open, VCe, vowel team, R-controlled, and consonant-le syllables directly reveals which syllable types the student has mastered.

Question 5

A CALT reviews a student's writing sample and notes frequent omission of inflectional endings (e.g., writing 'walk' for 'walked,' 'run' for 'runs'). This pattern is MOST consistent with a deficit in:

Accepted Answer

Morphological awareness and orthographic representation of morphemes

Answer

Omission of inflectional endings indicates difficulty with morphological awareness—the recognition and application of meaningful word parts such as -ed and -s.

CALT - Certified Academic Language Therapist Practice Test

CALT - Certified Academic Language Therapist Practice Test

CALT Formal and Informal Assessment for Dyslexia 5