ALTA CALT Exam Actual Exam
2026/2027 | Academic Language
Therapy | Questions with Verified
Answers | 100% Correct | Pass
Guaranteed
Q001: A 9-year-old student with dyslexia spells the word
“spin” as “sbin.” When asked to segment the sounds, the
student pronounces /s/ /b/ /ĭn/. Which phonological
process is most evident?
Options:
A. Voicing assimilation
B. Place assimilation
C. Phoneme deletion
D. Phoneme substitution
ANSWER: D
Detailed Rationale: The child substitutes /b/ for /p/, an
alveolar for bilabial stop, indicating phoneme substitution,
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,a common error in dyslexia due to weak phonemic
awareness.
Q002: During an Orton-Gillingham lesson, a student taps
three fingers for the word “brush” but omits the /r/ sound.
Which instructional response aligns with structured
literacy principles?
Options:
A. Ask the student to repeat the word faster
B. Model continuous phonation for /r/ and have the
student mirror while retapping
C. Skip the word and return later
D. Provide a picture cue for “brush”
ANSWER: B
Detailed Rationale: Explicit, multisensory modeling of
the omitted phoneme supports accurate phoneme-
grapheme mapping, a core tenet of structured literacy.
Q003: A CALT administers the Test of Written Spelling-5.
The student spells “mission” as “mishon.” Which
linguistic feature is the student struggling with?
Options:
A. Morphological awareness of the suffix -ion
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,B. Phonological awareness of the digraph sh
C. Orthographic knowledge of double consonants
D. Semantic knowledge of word meaning
ANSWER: A
Detailed Rationale: The student correctly represents the
phoneme /ʃ/ but fails to use the morphological spelling -
ion, indicating underdeveloped morphological awareness.
Q004: A 4th-grade student with dyslexia reads “horse”
accurately but slowly (40 wpm on grade-level text).
Which component of reading is most impaired?
Options:
A. Phonemic awareness
B. Fluency
C. Vocabulary
D. Comprehension
ANSWER: B
Detailed Rationale: Accurate but slow word recognition
defines dysfluent reading, requiring repeated and assisted
reading interventions to build automaticity.
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, Q005: A student spells “knot” as “not.” Which language
concept should be taught first to correct this error?
Options:
A. Silent letter rule for kn-
B. Morphological families (know, knowing)
C. Syllable division
D. Schwa vowel
ANSWER: A
Detailed Rationale: Anglo-Saxon initial kn- is a high-
frequency irregular spelling; explicit teaching of the silent
k addresses the orthographic pattern.
Q006: In a morphology lesson, students sort words by
suffix: -able vs. -ible. Which generalization is accurate?
Options:
A. -able follows bound bases; -ible follows free bases
B. -able follows free bases; -ible follows bound bases
C. Both suffixes follow Latin bases
D. There is no reliable generalization
ANSWER: B
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2026/2027 | Academic Language
Therapy | Questions with Verified
Answers | 100% Correct | Pass
Guaranteed
Q001: A 9-year-old student with dyslexia spells the word
“spin” as “sbin.” When asked to segment the sounds, the
student pronounces /s/ /b/ /ĭn/. Which phonological
process is most evident?
Options:
A. Voicing assimilation
B. Place assimilation
C. Phoneme deletion
D. Phoneme substitution
ANSWER: D
Detailed Rationale: The child substitutes /b/ for /p/, an
alveolar for bilabial stop, indicating phoneme substitution,
P a g e 1 | 67
,a common error in dyslexia due to weak phonemic
awareness.
Q002: During an Orton-Gillingham lesson, a student taps
three fingers for the word “brush” but omits the /r/ sound.
Which instructional response aligns with structured
literacy principles?
Options:
A. Ask the student to repeat the word faster
B. Model continuous phonation for /r/ and have the
student mirror while retapping
C. Skip the word and return later
D. Provide a picture cue for “brush”
ANSWER: B
Detailed Rationale: Explicit, multisensory modeling of
the omitted phoneme supports accurate phoneme-
grapheme mapping, a core tenet of structured literacy.
Q003: A CALT administers the Test of Written Spelling-5.
The student spells “mission” as “mishon.” Which
linguistic feature is the student struggling with?
Options:
A. Morphological awareness of the suffix -ion
P a g e 2 | 67
,B. Phonological awareness of the digraph sh
C. Orthographic knowledge of double consonants
D. Semantic knowledge of word meaning
ANSWER: A
Detailed Rationale: The student correctly represents the
phoneme /ʃ/ but fails to use the morphological spelling -
ion, indicating underdeveloped morphological awareness.
Q004: A 4th-grade student with dyslexia reads “horse”
accurately but slowly (40 wpm on grade-level text).
Which component of reading is most impaired?
Options:
A. Phonemic awareness
B. Fluency
C. Vocabulary
D. Comprehension
ANSWER: B
Detailed Rationale: Accurate but slow word recognition
defines dysfluent reading, requiring repeated and assisted
reading interventions to build automaticity.
P a g e 3 | 67
, Q005: A student spells “knot” as “not.” Which language
concept should be taught first to correct this error?
Options:
A. Silent letter rule for kn-
B. Morphological families (know, knowing)
C. Syllable division
D. Schwa vowel
ANSWER: A
Detailed Rationale: Anglo-Saxon initial kn- is a high-
frequency irregular spelling; explicit teaching of the silent
k addresses the orthographic pattern.
Q006: In a morphology lesson, students sort words by
suffix: -able vs. -ible. Which generalization is accurate?
Options:
A. -able follows bound bases; -ible follows free bases
B. -able follows free bases; -ible follows bound bases
C. Both suffixes follow Latin bases
D. There is no reliable generalization
ANSWER: B
P a g e 4 | 67
