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Screening & Progress Monitoring 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 Screening & Progress Monitoring flashcards as text

  1. Which early literacy skill assessed in kindergarten screening is the STRONGEST predictor of later reading difficulties?

    Answer: Phoneme segmentation fluency

    Phoneme segmentation fluency is one of the most robust early predictors of reading difficulties and future decoding ability.

  2. A CDT administers the Comprehensive Test of Phonological Processing (CTOPP-2) and finds a student scores 1.5 standard deviations below the mean on Phonological Memory. This indicates:

    Answer: A significant weakness in holding phonological information in working memory

    A score 1.5 SD below the mean falls at approximately the 7th percentile, indicating a clinically meaningful phonological memory deficit.

  3. Which statement accurately describes the difference between a norm-referenced and a criterion-referenced assessment in screening contexts?

    Answer: Norm-referenced assessments compare a student to a normative sample; criterion-referenced measure mastery of specific skills

    Norm-referenced tests rank students relative to a normative group, while criterion-referenced tests measure whether a student has mastered defined skills.

  4. A student who is an English Language Learner (ELL) performs poorly on a phonological awareness screener administered in English. What should the CDT consider?

    Answer: Results may reflect limited English proficiency rather than phonological processing deficits, and screening in L1 is recommended when possible

    Phonological awareness can be assessed in a student's first language to distinguish language acquisition differences from true phonological processing deficits.

  5. When graphing progress monitoring data, the 'aim line' is drawn from:

    Answer: The student's first data point to the final benchmark goal by the end of the intervention period

    The aim line connects the student's baseline score to the target goal, providing a visual benchmark for adequate rate of improvement.

  6. Which of the following is an example of a Tier 1 universal screening tool commonly used to identify students at risk for dyslexia in US schools?

    Answer: DIBELS Next (Dynamic Indicators of Basic Early Literacy Skills)

    DIBELS Next is a widely used universal screener that provides brief, repeatable measures of early literacy skills for school-wide administration.

  7. A CDT is asked to evaluate whether a school's dyslexia screener is effective. Which psychometric property ensures the tool correctly identifies students who truly have dyslexia risk?

    Answer: Sensitivity

    Sensitivity refers to a tool's ability to correctly identify true positives—students who actually have a reading risk or disability.