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Intervention Planning & Therapeutic Techniques Flashcards

7 cards from real CDT practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.

Read the first 7 Intervention Planning & Therapeutic Techniques flashcards as text

  1. A student reads 'was' as 'saw.' This error is BEST classified as:

    Answer: A visual reversal or letter-order transposition error

    Reading 'was' as 'saw' reflects a letter-order transposition, a visual processing error common in dyslexia.

  2. The Elkonin boxes technique is PRIMARILY used to develop:

    Answer: Phoneme segmentation by mapping sounds to boxes

    Elkonin (sound) boxes provide a concrete visual scaffold where students push a token into a box for each phoneme they hear, supporting segmentation.

  3. A CDT selects decodable texts for a student practicing CVC words. Decodable texts are appropriate because:

    Answer: They contain words controlled to match the student's current phonics knowledge

    Decodable texts are carefully controlled so nearly all words can be decoded using phonics patterns the student has already been taught.

  4. Which of the following BEST describes a 'grapheme-phoneme correspondence card' drill used in OG instruction?

    Answer: The therapist shows a grapheme card and the student produces the corresponding sound(s)

    In a grapheme-phoneme card drill, seeing a written grapheme triggers the student to produce its sound, building automatic decoding pathways.

  5. A student with dyslexia benefits most from which type of feedback during oral reading errors?

    Answer: Prompting the student to apply a specific decoding strategy before supplying the word

    Prompting strategy use before supplying the word teaches self-correction and builds independent decoding skills.

  6. The term 'phoneme manipulation' includes all of the following EXCEPT:

    Answer: Phoneme identification in a printed word using color coding

    Phoneme manipulation tasks are oral/auditory; color-coding printed phonemes is a print-based activity, not a phoneme manipulation task.

  7. Which strategy BEST supports a student's ability to read multisyllabic words containing Latin roots?

    Answer: Teaching morpheme analysis to identify roots, prefixes, and suffixes

    Morpheme analysis empowers students to break apart and decode unfamiliar multisyllabic words using knowledge of meaningful word parts.