CDT Patient Assessment & Clinical Evaluation 2 — Questions and Answers
Question 1: Which phonological awareness skill is typically assessed first when evaluating a student suspected of dyslexia?
- Phoneme segmentation
- Syllable blending
- Rhyme recognition (Correct answer)
- Phoneme manipulation
Correct answer: Rhyme recognition
Rhyme recognition is an early-developing phonological awareness skill assessed before more complex tasks like phoneme segmentation.
Question 2: A student scores at the 10th percentile on a rapid automatized naming (RAN) test. This result primarily indicates difficulty with:
- Phonological processing
- Processing speed and retrieval fluency (Correct answer)
- Working memory capacity
- Visual discrimination
Correct answer: Processing speed and retrieval fluency
RAN tasks measure processing speed and lexical retrieval fluency, both of which are core deficits associated with dyslexia.
Question 3: When administering the Comprehensive Test of Phonological Processing (CTOPP-2), which subtest measures the ability to delete individual phonemes from words?
- Phoneme Isolation
- Phoneme Elision (Correct answer)
- Blending Words
- Segmenting Words
Correct answer: Phoneme Elision
The Phoneme Elision subtest on the CTOPP-2 requires the student to say a word after removing a specified phoneme.
Question 4: A dyslexia evaluator notices a student reads real words significantly better than nonsense words. This pattern most strongly suggests:
- A strength in phonological decoding
- Reliance on sight word memory rather than decoding (Correct answer)
- Superior orthographic processing
- Intact phonemic awareness skills
Correct answer: Reliance on sight word memory rather than decoding
A real-word advantage over pseudoword reading indicates the student relies on memorized word forms rather than phonological decoding skills.
Question 5: Which standardized assessment is most appropriate for measuring a student's oral reading fluency with normative data?
- Gray Oral Reading Tests (GORT-5) (Correct answer)
- Woodcock Reading Mastery Tests (WRMT-III)
- Test of Word Reading Efficiency (TOWRE-2)
- Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Correct answer: Gray Oral Reading Tests (GORT-5)
The GORT-5 measures oral reading rate, accuracy, fluency, and comprehension with standardized normative scores.
Question 6: A student exhibits slow reading speed but high accuracy. During assessment, this profile best warrants investigation into:
- Phoneme awareness deficits
- Reading fluency and automaticity (Correct answer)
- Decoding skill absence
- Receptive vocabulary limitations
Correct answer: Reading fluency and automaticity
Slow but accurate reading suggests a fluency deficit, where decoding is intact but not yet automatized.
Question 7: When interpreting a discrepancy model for dyslexia identification, which comparison is the evaluator examining?
- Listening comprehension versus reading comprehension
- IQ score versus reading achievement score (Correct answer)
- Phonological awareness versus orthographic processing
- Decoding accuracy versus reading fluency
Correct answer: IQ score versus reading achievement score
The IQ-achievement discrepancy model compares a student's intellectual ability to their reading achievement to identify unexpected underperformance.
CDT Patient Assessment & Clinical Evaluation 2
Which phonological awareness skill is typically assessed first when evaluating a student suspected of dyslexia?