CALP Exam
3 layers of language - ANS-Anglo-Saxon; Latin; Greek
6 types of syllables - ANS-closed, open, v-e, r controlled, vowel team, final stable syllable
achievement test - ANS-standardized test designed to efficiently measure the amount of
knowledge and/or skill a person has acquired used as a measurement to evaluate student
learning in comparison with a norm
affix - ANS-a letter/group of letters attached to the beginning or end of a base word that creates
a derivative different than the original base or root
age equivalent - ANS-score calculated based on the age an average person would score within
the testing population
alexia - ANS-loss of ability to read, usually because of brain injury
alphabetic principle - ANS-the understanding that letters represent speech sounds - letters are
meaningless
ALTA - ANS-Academic Language Therapy Association
Alvin and Isabelle Lieberman - ANS-1971; alphabetic principle and its relationship to
phonological awareness in reading; deficits in Phono. Processing underlie most reading
disabilities
analytic phonics - ANS-present the whole and teaches how to break down
Anglo-Saxon - ANS-Old English, between 5-12 century( England and SE Scotland
Anglo-Saxon Layer - ANS-stresses everyday life; common words; usually 1 syllable
Angular Gyrus - ANS-Recieves info 2nd - breaks into phonemes
Anna Gillingham - ANS-psychologist and teacher; Columbia; worked with Sally Childs and
trained teachers; developed a non-traditional approach to teaching reading
another name for multisensory approach - ANS-VKAT
apraxia - ANS-prevents complex muscle movements, caused by brain damage ( inability to
speak clearly)
auditory memory - ANS-the ability to remember SOUNDS in sequence - affects spelling, ability
to follow oral directions.
automaticity - ANS-ability to respond or react without conscious effort; reading without difficulty
decoding
base word - ANS-word before affixes added/can stand alone
blending - ANS-combining spoken morphemes to form syllables and words
Bottom-Up Approach - ANS-proceeds from part to whole; reading driven by text; Flesh, Gough,
La Berge, Samuels
bound morpheme - ANS-must be attached to other morphemes ( -ed, pre-)
bound morpheme - ANS-must be attached to other morphemes ( -er, -s)
breve - ANS-diacritical mark over short vowel sound
Brocca's Area - ANS-Receives info 4th - responsible for reading and speech
Brocca's Area/inferior frontal gyrus - ANS-articulation, word analysis. Receives info 3rd. why
dyslexics subvocalize - overly rely on this area to read
, cedilla - ANS-diacritical mark under C indicting soft sound
Chall's Stage 0 - ANS-Pre-reading; Oral language development
Chall's Stage 1 - ANS-Initial reading; letters represent sounds/SS Relationship
Chall's Stage 2 - ANS-Confirmation and Fluency-decoding skills, fluency etc
Chall's Stage 3 - ANS-Reading for Learning "the new" - expand vocab, build backgrounds,
expand strategies
Chall's Stage 4 - ANS-Multiple viewpoints - analyze text critically
Chall's Stage 5 - ANS-Construction and reconstruction - construct understanding based on
analysis and synthesis
chameleon prefix - ANS-prefix whose final consonant depends on the initial letter of a root (in-
changes to -ir) Clue: when you see double consonants at beginning of word
circumflex - ANS-code mark over vowels to indicated unusual pronunciation ^
cloze procedure - ANS-"fill in the blank" reading
cognition - ANS-ability to think, reason, and solve problems; measured by IQ test; generalize
form past experience and use that knowledge to respond to new situations
cognitive assessment - ANS-gathering test scores and data to make a judgement about an
individuals ability to perform mental activities ( IQ tests)
Components of Reading Instruction - ANS-Phonology, phonics, fluency, vocab, comprehension
composite score - ANS-combines several scores according to a specified formula
comprehension - ANS-making sense of what is read;dependent on
CTOPP - ANS-Comprehensive Tesos of Phonologically Processing. Screening test
curriculum-referenced test - ANS-Items taken from curriculum - not tested on material not
taught. Good match between assessment and instruction. Can be informal or formal.
decoding - ANS-applying knowledge of letter-sound relationships in order to sound out a word
Denckla and Rundel - ANS-dyslexic students have trouble with rapid naming
derivational ending/suffix - ANS-morpheme added to end of base word to change meaning or
part of speech (-s, -ness)
derived score - ANS-when raw scores are converted by numerical transformation( raw scores to
percentile ranks or standard scores
diacritical marking - ANS-marks that indicate how a sound is produced; like in a dictionary
diagnostic evaluation - ANS-Used to identify the nature and source of an individual's
educational, psychological, or medical difficulties/disabilities in order to facilitate remediation
dieresis - ANS-2 dots over A to indicate short O sound ( father, squash); di=2, 2 dots
dipthongs - ANS-2 vowels standing adjacent in the same syllable whose sounds make on
syllable - oi, oy, ou(out), and ow (cow)
discovery method - ANS-Socratic method; presentation of new material can be deduced by
students
Dr. Pringle Morgan - ANS-1896; Congenital Word Blindness;inability to read despite no apparent
injury or illness
Dr. Rudolf Berlin - ANS-ophthalmologist; introduced the term 'dyslexia'
Dr. Samuel Orton - ANS-Father of dyslexia; strephosymbolia; separated disabled readers from
other groups ( retardation, brain damage, etc);influenced by Hinshelwood and Alzheimer
dysarthria - ANS-nervous system disorder which hinders control over tongue, throat etc ( slurred
speech)
3 layers of language - ANS-Anglo-Saxon; Latin; Greek
6 types of syllables - ANS-closed, open, v-e, r controlled, vowel team, final stable syllable
achievement test - ANS-standardized test designed to efficiently measure the amount of
knowledge and/or skill a person has acquired used as a measurement to evaluate student
learning in comparison with a norm
affix - ANS-a letter/group of letters attached to the beginning or end of a base word that creates
a derivative different than the original base or root
age equivalent - ANS-score calculated based on the age an average person would score within
the testing population
alexia - ANS-loss of ability to read, usually because of brain injury
alphabetic principle - ANS-the understanding that letters represent speech sounds - letters are
meaningless
ALTA - ANS-Academic Language Therapy Association
Alvin and Isabelle Lieberman - ANS-1971; alphabetic principle and its relationship to
phonological awareness in reading; deficits in Phono. Processing underlie most reading
disabilities
analytic phonics - ANS-present the whole and teaches how to break down
Anglo-Saxon - ANS-Old English, between 5-12 century( England and SE Scotland
Anglo-Saxon Layer - ANS-stresses everyday life; common words; usually 1 syllable
Angular Gyrus - ANS-Recieves info 2nd - breaks into phonemes
Anna Gillingham - ANS-psychologist and teacher; Columbia; worked with Sally Childs and
trained teachers; developed a non-traditional approach to teaching reading
another name for multisensory approach - ANS-VKAT
apraxia - ANS-prevents complex muscle movements, caused by brain damage ( inability to
speak clearly)
auditory memory - ANS-the ability to remember SOUNDS in sequence - affects spelling, ability
to follow oral directions.
automaticity - ANS-ability to respond or react without conscious effort; reading without difficulty
decoding
base word - ANS-word before affixes added/can stand alone
blending - ANS-combining spoken morphemes to form syllables and words
Bottom-Up Approach - ANS-proceeds from part to whole; reading driven by text; Flesh, Gough,
La Berge, Samuels
bound morpheme - ANS-must be attached to other morphemes ( -ed, pre-)
bound morpheme - ANS-must be attached to other morphemes ( -er, -s)
breve - ANS-diacritical mark over short vowel sound
Brocca's Area - ANS-Receives info 4th - responsible for reading and speech
Brocca's Area/inferior frontal gyrus - ANS-articulation, word analysis. Receives info 3rd. why
dyslexics subvocalize - overly rely on this area to read
, cedilla - ANS-diacritical mark under C indicting soft sound
Chall's Stage 0 - ANS-Pre-reading; Oral language development
Chall's Stage 1 - ANS-Initial reading; letters represent sounds/SS Relationship
Chall's Stage 2 - ANS-Confirmation and Fluency-decoding skills, fluency etc
Chall's Stage 3 - ANS-Reading for Learning "the new" - expand vocab, build backgrounds,
expand strategies
Chall's Stage 4 - ANS-Multiple viewpoints - analyze text critically
Chall's Stage 5 - ANS-Construction and reconstruction - construct understanding based on
analysis and synthesis
chameleon prefix - ANS-prefix whose final consonant depends on the initial letter of a root (in-
changes to -ir) Clue: when you see double consonants at beginning of word
circumflex - ANS-code mark over vowels to indicated unusual pronunciation ^
cloze procedure - ANS-"fill in the blank" reading
cognition - ANS-ability to think, reason, and solve problems; measured by IQ test; generalize
form past experience and use that knowledge to respond to new situations
cognitive assessment - ANS-gathering test scores and data to make a judgement about an
individuals ability to perform mental activities ( IQ tests)
Components of Reading Instruction - ANS-Phonology, phonics, fluency, vocab, comprehension
composite score - ANS-combines several scores according to a specified formula
comprehension - ANS-making sense of what is read;dependent on
CTOPP - ANS-Comprehensive Tesos of Phonologically Processing. Screening test
curriculum-referenced test - ANS-Items taken from curriculum - not tested on material not
taught. Good match between assessment and instruction. Can be informal or formal.
decoding - ANS-applying knowledge of letter-sound relationships in order to sound out a word
Denckla and Rundel - ANS-dyslexic students have trouble with rapid naming
derivational ending/suffix - ANS-morpheme added to end of base word to change meaning or
part of speech (-s, -ness)
derived score - ANS-when raw scores are converted by numerical transformation( raw scores to
percentile ranks or standard scores
diacritical marking - ANS-marks that indicate how a sound is produced; like in a dictionary
diagnostic evaluation - ANS-Used to identify the nature and source of an individual's
educational, psychological, or medical difficulties/disabilities in order to facilitate remediation
dieresis - ANS-2 dots over A to indicate short O sound ( father, squash); di=2, 2 dots
dipthongs - ANS-2 vowels standing adjacent in the same syllable whose sounds make on
syllable - oi, oy, ou(out), and ow (cow)
discovery method - ANS-Socratic method; presentation of new material can be deduced by
students
Dr. Pringle Morgan - ANS-1896; Congenital Word Blindness;inability to read despite no apparent
injury or illness
Dr. Rudolf Berlin - ANS-ophthalmologist; introduced the term 'dyslexia'
Dr. Samuel Orton - ANS-Father of dyslexia; strephosymbolia; separated disabled readers from
other groups ( retardation, brain damage, etc);influenced by Hinshelwood and Alzheimer
dysarthria - ANS-nervous system disorder which hinders control over tongue, throat etc ( slurred
speech)
