CDT Intervention Planning & Therapeutic Techniques 3 — Questions and Answers
Question 1: Which syllable division rule applies to the word 'rabbit' (rab-bit)?
- VC/CV rule — divide between two consonants between vowels (Correct answer)
- V/CV rule — divide before the consonant
- VC/V rule — divide after the consonant
- Divide before a consonant blend
Correct answer: VC/CV rule — divide between two consonants between vowels
The VC/CV rule applies when two consonants appear between vowels; the syllable boundary falls between them, as in 'rab-bit.'
Question 2: A student with dyslexia struggles to read multisyllabic words. The BEST initial strategy is to teach:
- Context clues to guess unknown words
- Syllabication strategies to break words into decodable parts (Correct answer)
- Whole-word memorization of high-frequency multisyllabic words
- Auditory discrimination of rhyming words
Correct answer: Syllabication strategies to break words into decodable parts
Teaching syllabication allows students to apply decoding skills to larger words by breaking them into manageable phonetic units.
Question 3: Which morpheme is a free morpheme that can stand alone as a word?
- -tion
- -ing (as a suffix)
- un- (as a prefix)
- play (Correct answer)
Correct answer: play
A free morpheme is a meaningful unit that can stand alone; 'play' is a base word that functions independently.
Question 4: Simultaneous Oral Spelling (SOS) requires the student to:
- Read a word, spell it aloud, then write it while saying each letter name (Correct answer)
- Copy a word three times while the therapist reads it aloud
- Sound out a word using only auditory cues without visual support
- Highlight phonemes in a printed word before spelling it
Correct answer: Read a word, spell it aloud, then write it while saying each letter name
SOS integrates auditory, kinesthetic, and visual channels: the student hears the word, articulates each letter, and writes simultaneously.
Question 5: A CDT notices a student can decode nonsense words accurately but struggles with reading comprehension. The therapist should NEXT assess:
- Phonological awareness at the phoneme level
- Oral language skills including vocabulary and listening comprehension (Correct answer)
- Letter-sound knowledge for consonant digraphs
- Rapid automatized naming (RAN) speed
Correct answer: Oral language skills including vocabulary and listening comprehension
Strong decoding with poor comprehension points to a language comprehension deficit, making oral language and vocabulary assessment the logical next step.
Question 6: Which intervention component is UNIQUE to a structured literacy approach compared to a balanced literacy approach?
- Independent reading of leveled texts
- Explicit, systematic phonics instruction following a defined scope and sequence (Correct answer)
- Guided reading groups based on reading level
- Use of picture cues to support word recognition
Correct answer: Explicit, systematic phonics instruction following a defined scope and sequence
Structured literacy is distinguished by explicit, systematic phonics instruction with a predetermined, logical scope and sequence.
Question 7: When planning intervention intensity for a student with severe dyslexia, research recommends:
- One 30-minute session per week to avoid fatigue
- Three to five sessions per week of 45–60 minutes each for maximum progress (Correct answer)
- Two sessions per week with a focus only on comprehension strategies
- Daily 10-minute sessions replacing all classroom reading instruction
Correct answer: Three to five sessions per week of 45–60 minutes each for maximum progress
Research supports high-dosage intervention (3–5 sessions per week, 45–60 minutes) for students with severe dyslexia to produce meaningful gains.
CDT Intervention Planning & Therapeutic Techniques 3
Which syllable division rule applies to the word 'rabbit' (rab-bit)?