1
CALT Certified Academic Language Therapist Exam
Actual Exam 2026/2027 | Study Guide and Practice
Test | Comprehensive Questions and Verified Answers
| Aligned with ALTA & IDA Standards | Pass
Guaranteed - A+ Graded
Section 1: Foundations of Language and Literacy
Questions 1-20
Question 1 According to the Simple View of Reading (Gough & Tunmer, 1986), reading
comprehension is the product of which two components?
A. Phonological awareness and phonics B. Decoding and listening comprehension [CORRECT]
C. Fluency and vocabulary D. Background knowledge and inference
Correct Answer: B
Rationale:
Primary Competency: Theoretical foundations - reading acquisition models
The Simple View of Reading (Gough & Tunmer, 1986) is expressed by the formula: RC = D ×
LC, where:
RC = Reading Comprehension
D = Decoding (word recognition)
LC = Listening Comprehension (linguistic comprehension)
Why this matters: This multiplicative model demonstrates that both components are necessary
but not sufficient alone. A score of zero in either component results in zero reading
comprehension. This explains why:
Students with dyslexia (poor decoding) may have excellent listening comprehension but poor
reading comprehension
,2
Students with language disorders (poor listening comprehension) may decode accurately but not
comprehend
Both deficits together create severe reading disability
Distractor Analysis:
A: Phonological awareness and phonics are subcomponents of decoding, not the two main
factors in the Simple View
C: Fluency and vocabulary are important but not the core components of this specific
theoretical model
D: Background knowledge and inference are elements of listening comprehension, not separate
top-level components
Clinical Application: CALTs must assess both decoding and listening comprehension to identify
the source of reading difficulty. A student with poor decoding but strong listening comprehension
needs structured literacy intervention for word recognition. A student with poor performance in
both areas needs comprehensive language and literacy intervention.
Question 2 Which of the following is a primary characteristic of dyslexia as defined by the
International Dyslexia Association (IDA, 2002)?
A. Difficulty with mathematical calculations and number sense B. Difficulty with accurate
and/or fluent word recognition and poor spelling and decoding abilities [CORRECT] C.
Difficulty with fine motor coordination and handwriting legibility D. Difficulty with social
interaction and pragmatic language
Correct Answer: B
Rationale:
Primary Competency: Dyslexia definition and characteristics
The IDA definition (2002, updated 2022) states: "Dyslexia is a specific learning disability that is
neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word
recognition and by poor spelling and decoding abilities. These difficulties typically result from
a deficit in the phonological component of language that is often unexpected in relation to
other cognitive abilities and the provision of effective classroom instruction."
Secondary characteristics include:
Problems in reading comprehension
Reduced reading experience
,3
Growth of vocabulary and background knowledge
Distractor Analysis:
A: Describes dyscalculia, a specific learning disability in mathematics
C: Describes dysgraphia, a specific learning disability in writing (though dyslexia and
dysgraphia often co-occur)
D: Describes social communication disorder or autism spectrum characteristics, not dyslexia
Clinical Application: The CALT must recognize that dyslexia is specific to written language
processing (word recognition, spelling, decoding) rooted in phonological processing deficits. It
is not a visual problem, a problem with intelligence, or a general language disorder (though
language disorders may co-occur).
Question 3 According to Chall's Stages of Reading Development (1983), at which stage do
students transition from "learning to read" to "reading to learn"?
A. Stage 1: Initial Reading and Decoding (Grades K-1) B. Stage 2: Confirmation and Fluency
(Grades 2-3) C. Stage 3: Reading for Learning the New (Grades 4-8) [CORRECT] D. Stage
4: Multiple Viewpoints (Grades 9-12)
Correct Answer: C
Rationale:
Primary Competency: Reading development - stage theories
Chall's Six Stages of Reading Development:
Table
Copy
Grade
Stage Name Levels Characteristics
0 Pre-reading Birth to K Pretend reading, concepts of print
Decoding, sound-symbol
1 Initial Reading Grades K-1 correspondence
, 4
Grade
Stage Name Levels Characteristics
2 Confirmation Grades 2-3 Fluency building, automaticity
3 Reading for Learning Grades 4-8 Shift to content learning
4 Multiple Viewpoints Grades 9-12 Critical analysis, perspective-taking
Construction and
5 Reconstruction College+ Synthesis, creating new knowledge
Stage 3 Critical Shift:
Vocabulary demands increase dramatically (content-specific words)
Text structures become more complex (expository vs. narrative)
Background knowledge becomes crucial for comprehension
Students who struggle with decoding hit the "fourth-grade slump"
Distractor Analysis:
A: Stage 1 is foundational decoding, not content learning
B: Stage 2 builds fluency but still focuses on reading skills, not content acquisition
D: Stage 4 involves critical analysis of multiple perspectives, not the initial transition to content
reading
Clinical Application: Students with dyslexia who receive early intervention may successfully
navigate Stages 0-2 but struggle at Stage 3 when reading demands exceed their decoding
automaticity. CALTs must ensure fluency and automaticity are established before Stage 3 to
prevent academic failure.
Question 4 Scarborough's Reading Rope (2001) conceptualizes reading as comprising which
two major strands woven together?
A. Phonological awareness and phonics B. Word recognition and language comprehension
[CORRECT] C. Fluency and vocabulary D. Decoding and comprehension
CALT Certified Academic Language Therapist Exam
Actual Exam 2026/2027 | Study Guide and Practice
Test | Comprehensive Questions and Verified Answers
| Aligned with ALTA & IDA Standards | Pass
Guaranteed - A+ Graded
Section 1: Foundations of Language and Literacy
Questions 1-20
Question 1 According to the Simple View of Reading (Gough & Tunmer, 1986), reading
comprehension is the product of which two components?
A. Phonological awareness and phonics B. Decoding and listening comprehension [CORRECT]
C. Fluency and vocabulary D. Background knowledge and inference
Correct Answer: B
Rationale:
Primary Competency: Theoretical foundations - reading acquisition models
The Simple View of Reading (Gough & Tunmer, 1986) is expressed by the formula: RC = D ×
LC, where:
RC = Reading Comprehension
D = Decoding (word recognition)
LC = Listening Comprehension (linguistic comprehension)
Why this matters: This multiplicative model demonstrates that both components are necessary
but not sufficient alone. A score of zero in either component results in zero reading
comprehension. This explains why:
Students with dyslexia (poor decoding) may have excellent listening comprehension but poor
reading comprehension
,2
Students with language disorders (poor listening comprehension) may decode accurately but not
comprehend
Both deficits together create severe reading disability
Distractor Analysis:
A: Phonological awareness and phonics are subcomponents of decoding, not the two main
factors in the Simple View
C: Fluency and vocabulary are important but not the core components of this specific
theoretical model
D: Background knowledge and inference are elements of listening comprehension, not separate
top-level components
Clinical Application: CALTs must assess both decoding and listening comprehension to identify
the source of reading difficulty. A student with poor decoding but strong listening comprehension
needs structured literacy intervention for word recognition. A student with poor performance in
both areas needs comprehensive language and literacy intervention.
Question 2 Which of the following is a primary characteristic of dyslexia as defined by the
International Dyslexia Association (IDA, 2002)?
A. Difficulty with mathematical calculations and number sense B. Difficulty with accurate
and/or fluent word recognition and poor spelling and decoding abilities [CORRECT] C.
Difficulty with fine motor coordination and handwriting legibility D. Difficulty with social
interaction and pragmatic language
Correct Answer: B
Rationale:
Primary Competency: Dyslexia definition and characteristics
The IDA definition (2002, updated 2022) states: "Dyslexia is a specific learning disability that is
neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word
recognition and by poor spelling and decoding abilities. These difficulties typically result from
a deficit in the phonological component of language that is often unexpected in relation to
other cognitive abilities and the provision of effective classroom instruction."
Secondary characteristics include:
Problems in reading comprehension
Reduced reading experience
,3
Growth of vocabulary and background knowledge
Distractor Analysis:
A: Describes dyscalculia, a specific learning disability in mathematics
C: Describes dysgraphia, a specific learning disability in writing (though dyslexia and
dysgraphia often co-occur)
D: Describes social communication disorder or autism spectrum characteristics, not dyslexia
Clinical Application: The CALT must recognize that dyslexia is specific to written language
processing (word recognition, spelling, decoding) rooted in phonological processing deficits. It
is not a visual problem, a problem with intelligence, or a general language disorder (though
language disorders may co-occur).
Question 3 According to Chall's Stages of Reading Development (1983), at which stage do
students transition from "learning to read" to "reading to learn"?
A. Stage 1: Initial Reading and Decoding (Grades K-1) B. Stage 2: Confirmation and Fluency
(Grades 2-3) C. Stage 3: Reading for Learning the New (Grades 4-8) [CORRECT] D. Stage
4: Multiple Viewpoints (Grades 9-12)
Correct Answer: C
Rationale:
Primary Competency: Reading development - stage theories
Chall's Six Stages of Reading Development:
Table
Copy
Grade
Stage Name Levels Characteristics
0 Pre-reading Birth to K Pretend reading, concepts of print
Decoding, sound-symbol
1 Initial Reading Grades K-1 correspondence
, 4
Grade
Stage Name Levels Characteristics
2 Confirmation Grades 2-3 Fluency building, automaticity
3 Reading for Learning Grades 4-8 Shift to content learning
4 Multiple Viewpoints Grades 9-12 Critical analysis, perspective-taking
Construction and
5 Reconstruction College+ Synthesis, creating new knowledge
Stage 3 Critical Shift:
Vocabulary demands increase dramatically (content-specific words)
Text structures become more complex (expository vs. narrative)
Background knowledge becomes crucial for comprehension
Students who struggle with decoding hit the "fourth-grade slump"
Distractor Analysis:
A: Stage 1 is foundational decoding, not content learning
B: Stage 2 builds fluency but still focuses on reading skills, not content acquisition
D: Stage 4 involves critical analysis of multiple perspectives, not the initial transition to content
reading
Clinical Application: Students with dyslexia who receive early intervention may successfully
navigate Stages 0-2 but struggle at Stage 3 when reading demands exceed their decoding
automaticity. CALTs must ensure fluency and automaticity are established before Stage 3 to
prevent academic failure.
Question 4 Scarborough's Reading Rope (2001) conceptualizes reading as comprising which
two major strands woven together?
A. Phonological awareness and phonics B. Word recognition and language comprehension
[CORRECT] C. Fluency and vocabulary D. Decoding and comprehension
