Practice Test Geeks(CDT) Certified Dyslexia Therapist Practice Test
← All CDT Flashcard Decks

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 CDT wants to improve a student's reading fluency. Which metric is the MOST direct measure of fluency progress?

    Answer: Oral reading words correct per minute (WCPM) on grade-level passages

    Words correct per minute (WCPM) on connected text is the standard, validated measure of oral reading fluency progress.

  2. When using an Orton-Gillingham lesson plan, the 'new learning' segment should be introduced:

    Answer: After reviewing previously learned material and within the student's instructional zone

    New concepts are introduced after warm-up drills so the student is engaged and has activated prior knowledge before encountering novel material.

  3. A therapist teaches 'the floss rule' (double l, f, s after a short vowel in a one-syllable word). This rule is part of which instructional strand?

    Answer: Spelling patterns and phonics generalizations

    The floss rule is a spelling generalization that guides students on when to double certain consonants, falling under phonics and spelling patterns.

  4. Progress monitoring data shows a student's growth slope is significantly below the aim line after eight weeks of intervention. A CDT should FIRST:

    Answer: Analyze error patterns and adjust intensity, frequency, or instructional approach

    Data below the aim line signals the need to problem-solve by examining errors and modifying the intervention before considering referral.

  5. Which of the following is an example of a 'closed syllable' word?

    Answer: flip

    'Flip' is a closed syllable because it ends in a consonant, which 'closes' the vowel and produces a short vowel sound.

  6. A student with dyslexia also shows difficulty with math fact retrieval but not with math reasoning. This co-occurrence MOST likely reflects a deficit in:

    Answer: Phonological processing and verbal memory affecting symbol retrieval

    Math fact retrieval relies on the same phonological and verbal memory systems implicated in dyslexia, explaining co-occurring fact retrieval difficulties.

  7. During lesson planning, a CDT chooses words for a spelling dictation that contain ONLY previously taught patterns. This practice reflects the principle of:

    Answer: Controlled, systematic progression to ensure student success

    Using only taught patterns in dictation ensures the task is within the student's current knowledge base, reinforcing systematic and controlled progression.