READING INTERVENTION SPECIALIST
CERTIFICATION EXAM ACTUAL PREP
QUESTIONS AND WELL REVISED ANSWERS -
LATEST AND COMPLETE UPDATE WITH
VERIFIED SOLUTIONS – ASSURES PASS
1. Which of the following best describes the Simple View of Reading?
A. Reading comprehension is solely dependent on phonics skills.
B. Reading comprehension is a product of decoding and linguistic
comprehension.
C. Reading comprehension results from both decoding and language
comprehension skills.
D. Reading comprehension depends primarily on exposure to print.
Rationale: The Simple View of Reading states that comprehension is the
product of decoding and language comprehension; both are necessary for
proficient reading.
2. A student demonstrates difficulty with segmenting sounds in words. Which
area should the intervention specialist target?
A. Vocabulary
B. Phonemic awareness
C. Fluency
D. Reading comprehension
Rationale: Phonemic awareness is the ability to recognize and manipulate
individual sounds in words, and difficulty in segmentation directly
indicates a need in this area.
,3. According to Response to Intervention (RTI) frameworks, Tier 2
interventions are:
A. Universal interventions for all students
B. Intensive, individualized interventions
C. Targeted interventions for students at risk who do not respond to
Tier 1
D. Only used for students with diagnosed learning disabilities
Rationale: Tier 2 supports students at risk through small-group, targeted
interventions beyond universal instruction.
4. Which assessment is best for determining a student’s reading fluency rate?
A. Comprehensive language evaluation
B. Phonological awareness screening
C. Curriculum-Based Measurement (CBM) oral reading fluency
D. Standardized comprehension test
Rationale: CBM oral reading fluency provides repeated, quick measures
of reading rate and accuracy.
5. A 2nd-grade student reads accurately but very slowly and with little
expression. This primarily indicates a deficit in:
A. Decoding
B. Fluency
C. Vocabulary
D. Comprehension
Rationale: Accuracy with slow, laborious reading signals fluency
difficulties, affecting automaticity and prosody.
6. Which law mandates that students with dyslexia are provided with
appropriate reading interventions in public schools?
A. Section 504 of the Rehabilitation Act
, B. Every Student Succeeds Act (ESSA)
C. Individuals with Disabilities Education Act (IDEA)
D. Family Educational Rights and Privacy Act (FERPA)
Rationale: IDEA ensures that students with specific learning disabilities,
including dyslexia, receive individualized education services.
7. A student misreads "cat" as "bat" consistently. This error is most likely due
to:
A. Semantic confusion
B. Syntactic misunderstanding
C. Fluency deficit
D. Phonological decoding error
Rationale: Substituting similar sounds indicates difficulty with phonics
and sound-letter correspondence.
8. Which intervention strategy explicitly teaches students to blend sounds to
form words?
A. Repeated reading
B. Synthetic phonics instruction
C. Semantic mapping
D. Reciprocal teaching
Rationale: Synthetic phonics instruction emphasizes blending individual
phonemes to read words.
9. The term “orthographic mapping” refers to:
A. Mapping sounds to meaning
B. Organizing vocabulary into semantic categories
C. Storing the spelling, pronunciation, and meaning of words for
automatic recognition
D. Tracking eye movements during reading
, Rationale: Orthographic mapping allows words to become sight words
through memory of their letter-sound relationships.
10.A student reads “play” as “p-l-a-y” slowly but accurately. The student is
most likely struggling with:
A. Phonemic awareness
B. Vocabulary
C. Fluency/automaticity
D. Reading comprehension
Rationale: Accurate but slow decoding indicates a lack of automaticity in
word recognition.
11.A common characteristic of dyslexia includes:
A. High-level comprehension with poor decoding
B. Lack of interest in reading only
C. Difficulty with accurate and/or fluent word recognition, often
coupled with poor spelling
D. Visual impairments causing misreading letters
Rationale: Dyslexia is defined primarily by phonological processing
deficits affecting word recognition and spelling.
12.Which of the following is a best practice in early literacy assessment?
A. Waiting until the end of the school year for evaluation
B. Screening all students early in kindergarten or first grade
C. Relying only on teacher observations without formal measures
D. Assessing comprehension before decoding skills
Rationale: Early universal screening identifies students at risk before
reading gaps widen.
13.A teacher asks students to underline the root word in "unhappiness." This
activity primarily supports:
CERTIFICATION EXAM ACTUAL PREP
QUESTIONS AND WELL REVISED ANSWERS -
LATEST AND COMPLETE UPDATE WITH
VERIFIED SOLUTIONS – ASSURES PASS
1. Which of the following best describes the Simple View of Reading?
A. Reading comprehension is solely dependent on phonics skills.
B. Reading comprehension is a product of decoding and linguistic
comprehension.
C. Reading comprehension results from both decoding and language
comprehension skills.
D. Reading comprehension depends primarily on exposure to print.
Rationale: The Simple View of Reading states that comprehension is the
product of decoding and language comprehension; both are necessary for
proficient reading.
2. A student demonstrates difficulty with segmenting sounds in words. Which
area should the intervention specialist target?
A. Vocabulary
B. Phonemic awareness
C. Fluency
D. Reading comprehension
Rationale: Phonemic awareness is the ability to recognize and manipulate
individual sounds in words, and difficulty in segmentation directly
indicates a need in this area.
,3. According to Response to Intervention (RTI) frameworks, Tier 2
interventions are:
A. Universal interventions for all students
B. Intensive, individualized interventions
C. Targeted interventions for students at risk who do not respond to
Tier 1
D. Only used for students with diagnosed learning disabilities
Rationale: Tier 2 supports students at risk through small-group, targeted
interventions beyond universal instruction.
4. Which assessment is best for determining a student’s reading fluency rate?
A. Comprehensive language evaluation
B. Phonological awareness screening
C. Curriculum-Based Measurement (CBM) oral reading fluency
D. Standardized comprehension test
Rationale: CBM oral reading fluency provides repeated, quick measures
of reading rate and accuracy.
5. A 2nd-grade student reads accurately but very slowly and with little
expression. This primarily indicates a deficit in:
A. Decoding
B. Fluency
C. Vocabulary
D. Comprehension
Rationale: Accuracy with slow, laborious reading signals fluency
difficulties, affecting automaticity and prosody.
6. Which law mandates that students with dyslexia are provided with
appropriate reading interventions in public schools?
A. Section 504 of the Rehabilitation Act
, B. Every Student Succeeds Act (ESSA)
C. Individuals with Disabilities Education Act (IDEA)
D. Family Educational Rights and Privacy Act (FERPA)
Rationale: IDEA ensures that students with specific learning disabilities,
including dyslexia, receive individualized education services.
7. A student misreads "cat" as "bat" consistently. This error is most likely due
to:
A. Semantic confusion
B. Syntactic misunderstanding
C. Fluency deficit
D. Phonological decoding error
Rationale: Substituting similar sounds indicates difficulty with phonics
and sound-letter correspondence.
8. Which intervention strategy explicitly teaches students to blend sounds to
form words?
A. Repeated reading
B. Synthetic phonics instruction
C. Semantic mapping
D. Reciprocal teaching
Rationale: Synthetic phonics instruction emphasizes blending individual
phonemes to read words.
9. The term “orthographic mapping” refers to:
A. Mapping sounds to meaning
B. Organizing vocabulary into semantic categories
C. Storing the spelling, pronunciation, and meaning of words for
automatic recognition
D. Tracking eye movements during reading
, Rationale: Orthographic mapping allows words to become sight words
through memory of their letter-sound relationships.
10.A student reads “play” as “p-l-a-y” slowly but accurately. The student is
most likely struggling with:
A. Phonemic awareness
B. Vocabulary
C. Fluency/automaticity
D. Reading comprehension
Rationale: Accurate but slow decoding indicates a lack of automaticity in
word recognition.
11.A common characteristic of dyslexia includes:
A. High-level comprehension with poor decoding
B. Lack of interest in reading only
C. Difficulty with accurate and/or fluent word recognition, often
coupled with poor spelling
D. Visual impairments causing misreading letters
Rationale: Dyslexia is defined primarily by phonological processing
deficits affecting word recognition and spelling.
12.Which of the following is a best practice in early literacy assessment?
A. Waiting until the end of the school year for evaluation
B. Screening all students early in kindergarten or first grade
C. Relying only on teacher observations without formal measures
D. Assessing comprehension before decoding skills
Rationale: Early universal screening identifies students at risk before
reading gaps widen.
13.A teacher asks students to underline the root word in "unhappiness." This
activity primarily supports:
