CDT Intervention Planning & Therapeutic Techniques 2 — Questions and Answers
Question 1: Which Orton-Gillingham principle requires the therapist to teach only one new concept per lesson before moving forward?
- Multisensory integration
- Incremental sequencing (Correct answer)
- Simultaneous oral spelling
- Diagnostic teaching
Correct answer: Incremental sequencing
Incremental sequencing means introducing one new phoneme-grapheme correspondence at a time so the student achieves mastery before progression.
Question 2: A CDT is creating a scope and sequence for a student with dyslexia. Which skill should be introduced FIRST?
- Vowel teams (e.g., 'ai', 'ea')
- Closed syllable words with short vowels (Correct answer)
- R-controlled vowels
- Silent-e syllable pattern
Correct answer: Closed syllable words with short vowels
Closed syllables with short vowels are the foundational syllable type and are introduced first in structured literacy progressions.
Question 3: During an Orton-Gillingham lesson, the 'drill' segment primarily aims to:
- Introduce novel phonemes to build vocabulary
- Automatize previously learned phoneme-grapheme correspondences (Correct answer)
- Assess reading fluency at grade level
- Teach morphological analysis of multisyllabic words
Correct answer: Automatize previously learned phoneme-grapheme correspondences
The drill segment builds automaticity with previously taught sound-symbol correspondences through rapid, repeated practice.
Question 4: A student consistently reverses 'b' and 'd' in writing. The MOST evidence-based intervention is:
- Having the student trace both letters repeatedly on paper
- Using a multisensory keyword strategy linking each letter to a distinctive word or image (Correct answer)
- Covering reversals with correction tape and rewriting
- Delaying letter instruction until reversals self-correct
Correct answer: Using a multisensory keyword strategy linking each letter to a distinctive word or image
Multisensory keyword anchors (e.g., 'b' = bat-and-ball image) provide a memorable visual-kinesthetic cue that reduces confusion.
Question 5: Which fluency-building technique involves the student reading the same passage multiple times while being timed?
- Echo reading
- Repeated reading (Correct answer)
- Choral reading
- Partner reading
Correct answer: Repeated reading
Repeated reading is an evidence-based fluency intervention where the student reads the same text multiple times to increase rate and accuracy.
Question 6: A therapist uses magnetic letters to have a student build and manipulate words. This activity primarily targets:
- Reading fluency and prosody
- Phoneme-grapheme correspondence through kinesthetic encoding (Correct answer)
- Listening comprehension strategies
- Sight word recognition via visual memory
Correct answer: Phoneme-grapheme correspondence through kinesthetic encoding
Manipulating magnetic letters engages kinesthetic and visual channels to reinforce the link between sounds and their written symbols.
Question 7: When a CDT writes an IEP goal stating 'the student will decode CVC words with 90% accuracy in 3 of 4 trials,' the '3 of 4 trials' criterion indicates:
- The number of weekly sessions scheduled
- The consistency criterion needed to demonstrate mastery (Correct answer)
- The total number of words presented per lesson
- The number of errors permitted across the year
Correct answer: The consistency criterion needed to demonstrate mastery
A consistency criterion (e.g., 3 of 4 trials) specifies how reliably the skill must be demonstrated to count as mastered.
CDT Intervention Planning & Therapeutic Techniques 2
Which Orton-Gillingham principle requires the therapist to teach only one new concept per lesson before moving forward?