CALT Exam BUNDLED PACKAGE
(COMPLETE PACKAGE)
CALT Exam Bundled Package (Complete Package)
Examination Overview
This comprehensive 200-question examination is designed for candidates preparing for the Certified
Academic Language Therapist (CALT) certification through the Academic Language Therapy
Association (ALTA). The CALT credential represents the therapy-level certification for professionals
who provide Multisensory Structured Language Education (MSLE) to individuals with dyslexia and
related language-based learning disabilities.
The examination assesses knowledge and clinical judgment across the full spectrum of CALT practice,
including language development, structural linguistics, dyslexia identification and intervention,
psychoeducational assessment, multisensory structured language strategies, federal law,
professional ethics, and communication. Questions emphasize application, analysis, and problem-
solving in realistic clinical and educational scenarios.
The content distribution reflects the ALTA Competency Exam blueprint, with substantial emphasis on
structural linguistics (~30%), balanced coverage of language development, dyslexia, and MSL
strategies (~15% each), and appropriate representation of assessment (~10%), federal law (~5%),
ethics (~5%), and communication (~5%).
Table of Contents
1. Language Development and Phonology (Questions 1–30)
2. Structural Linguistics: Phonetics and Phonology (Questions 31–60)
3. Dyslexia and Related Disorders (Questions 61–90)
4. Psychoeducational Assessment and Evaluation (Questions 91–110)
5. Multisensory Structured Language (MSL) Principles (Questions 111–140)
6. Diagnostic-Prescriptive Instructional Strategies (Questions 141–160)
7. Orthography, Morphology, and Etymology (Questions 161–180)
8. Reading Comprehension, Syntax, and Semantics (Questions 181–190)
9. Federal Laws, Ethics, and Professional Communication (Questions 191–200)
Questions 1–200
pg. 1
,Q1. A seven-year-old student demonstrates severe difficulty segmenting spoken words into
individual phonemes and frequently substitutes stops for nasals during articulation tasks. Diagnostic
data indicate a deficit in phonological working memory. Which underlying cognitive mechanism is
primarily responsible for this presentation?
A. Visual-spatial processing impairment affecting grapheme-to-phoneme conversion
B. Deficit in phonological awareness and phonemic representation access
C. Impairment in executive functioning and working memory capacity only
D. Surface dyslexia characterized by an inability to recognize irregular sight words
Correct Answer: B. Deficit in phonological awareness and phonemic representation access
Rationale: Phonological awareness and the ability to access phonological representations are core
prerequisites for segmenting spoken words and mapping them to print. Deficits in this domain
directly impair phonemic segmentation and speech sound differentiation, such as nasals versus
stops. Options A, C, and D describe visual, general executive, or visual-orthographic patterns rather
than the core phonological deficit shown.
Q2. When evaluating a nine-year-old for a reading disability, the multidisciplinary team notes
discrepancy scores alongside severe deficits in phonological decoding, while listening
comprehension remains well above average. What classification profile best fits this profile under
contemporary response-to-intervention and psychometric models?
A. Mixed reading disability with broad language impairment
B. Specific learning disability in basic reading (Dyslexia)
C. Hyperlexia with concomitant comprehension delays
D. Linguistic comprehension deficit secondary to developmental delay
Correct Answer: B. Specific learning disability in basic reading (Dyslexia)
Rationale: The profile of intact listening comprehension paired with severe phonemic decoding
deficits is the classic hallmark of dyslexia (specific reading disability in basic reading). Mixed reading
disabilities involve both decoding and listening comprehension deficits, whereas hyperlexia features
advanced decoding with impaired comprehension.
Q3. A therapist is working with a student who consistently omits suffixes when reading and writing,
reading "walk" for "walked" and writing "hope" for "hoping." This error pattern most directly
suggests a difficulty with which language domain?
A. Phonological awareness
B. Morphological awareness
C. Orthographic knowledge
D. Rapid automatized naming
Correct Answer: B. Morphological awareness
Rationale: Morphological awareness is the ability to recognize and manipulate the smallest units of
meaning in words (morphemes), including prefixes, suffixes, and roots. Omitting suffixes indicates
difficulty in recognizing and processing these meaningful word parts, which is distinct from
phonological, orthographic, or naming-speed deficits.
pg. 2
,Q4. According to the Simple View of Reading (Gough & Tunmer), reading comprehension is the
product of which two components?
A. Decoding × Vocabulary
B. Decoding + Language Comprehension
C. Decoding × Listening Comprehension
D. Fluency × Motivation
Correct Answer: C. Decoding × Listening Comprehension
Rationale: The Simple View of Reading states that reading comprehension is the product of word
recognition (decoding) and language comprehension (listening comprehension). If either component
is zero, reading comprehension is zero. This multiplicative relationship explains why students with
adequate decoding but weak language comprehension struggle with reading comprehension, and
vice versa.
Q5. In the Four-Part Processing Model for word recognition, which processor is responsible for
converting graphemes to phonemes?
A. Context processor
B. Meaning processor
C. Orthographic processor
D. Phonological processor
Correct Answer: D. Phonological processor
Rationale: The phonological processor is responsible for the perception, analysis, and manipulation
of the sounds of language, including the critical task of converting graphemes (letters) into
phonemes (sounds) for decoding. The orthographic processor recognizes letter patterns, the
meaning processor accesses semantic knowledge, and the context processor uses surrounding
information to aid recognition.
Q6. According to Scarborough's Reading Rope, which strand is NOT part of the "word recognition"
strand?
A. Phonological awareness
B. Decoding
C. Sight word recognition
D. Vocabulary
Correct Answer: D. Vocabulary
Rationale: In Scarborough's Reading Rope, word recognition is comprised of phonological
awareness, decoding, and sight word recognition. Vocabulary, along with background knowledge,
language structures, verbal reasoning, and literacy knowledge, is part of the language
comprehension strand.
pg. 3
, Q7. A CALT is assessing a student's phonological processing skills. The student can identify and
manipulate individual phonemes in spoken words but struggles to rapidly name a series of familiar
letters and numbers. Which component of phonological processing is most likely impaired?
A. Phonological awareness
B. Phonological working memory
C. Rapid automatized naming
D. Phonemic segmentation
Correct Answer: C. Rapid automatized naming
Rationale: Phonological processing comprises three components: phonological awareness
(awareness of and ability to manipulate sound units), phonological working memory (holding and
manipulating phonological information), and rapid automatized naming (rapid retrieval of names for
familiar items). The student's intact phonemic manipulation with slow naming indicates a RAN deficit
specifically.
Q8. A student who learns better from a lecture or class discussion than from the printed page is
considered to have a relative weakness in which processing modality?
A. Poor kinesthetic learning
B. Poor auditory learning
C. Poor visual learning
D. Poor tactile learning
Correct Answer: C. Poor visual learning
Rationale: The student's strength lies in auditory processing (learning by listening), but they struggle
with visual input, which is the primary modality for reading. They have a relative weakness in visual
learning. This distinction is important for understanding how different students access information
and why multisensory instruction benefits struggling readers.
Q9. According to the International Dyslexia Association, approximately what proportion of children
are dyslexic?
A. 1 in 10
B. 1 in 5
C. 1 in 20
D. 1 in 3
Correct Answer: B. 1 in 5
Rationale: According to the International Dyslexia Association, 1 in 5 children are dyslexic.
Additionally, at least 20% of children in various school settings display characteristics of dyslexia that
require intensive intervention.
Q10. Which of the following BEST describes the term "strephosymbolia" as coined by Samuel Orton?
pg. 4
(COMPLETE PACKAGE)
CALT Exam Bundled Package (Complete Package)
Examination Overview
This comprehensive 200-question examination is designed for candidates preparing for the Certified
Academic Language Therapist (CALT) certification through the Academic Language Therapy
Association (ALTA). The CALT credential represents the therapy-level certification for professionals
who provide Multisensory Structured Language Education (MSLE) to individuals with dyslexia and
related language-based learning disabilities.
The examination assesses knowledge and clinical judgment across the full spectrum of CALT practice,
including language development, structural linguistics, dyslexia identification and intervention,
psychoeducational assessment, multisensory structured language strategies, federal law,
professional ethics, and communication. Questions emphasize application, analysis, and problem-
solving in realistic clinical and educational scenarios.
The content distribution reflects the ALTA Competency Exam blueprint, with substantial emphasis on
structural linguistics (~30%), balanced coverage of language development, dyslexia, and MSL
strategies (~15% each), and appropriate representation of assessment (~10%), federal law (~5%),
ethics (~5%), and communication (~5%).
Table of Contents
1. Language Development and Phonology (Questions 1–30)
2. Structural Linguistics: Phonetics and Phonology (Questions 31–60)
3. Dyslexia and Related Disorders (Questions 61–90)
4. Psychoeducational Assessment and Evaluation (Questions 91–110)
5. Multisensory Structured Language (MSL) Principles (Questions 111–140)
6. Diagnostic-Prescriptive Instructional Strategies (Questions 141–160)
7. Orthography, Morphology, and Etymology (Questions 161–180)
8. Reading Comprehension, Syntax, and Semantics (Questions 181–190)
9. Federal Laws, Ethics, and Professional Communication (Questions 191–200)
Questions 1–200
pg. 1
,Q1. A seven-year-old student demonstrates severe difficulty segmenting spoken words into
individual phonemes and frequently substitutes stops for nasals during articulation tasks. Diagnostic
data indicate a deficit in phonological working memory. Which underlying cognitive mechanism is
primarily responsible for this presentation?
A. Visual-spatial processing impairment affecting grapheme-to-phoneme conversion
B. Deficit in phonological awareness and phonemic representation access
C. Impairment in executive functioning and working memory capacity only
D. Surface dyslexia characterized by an inability to recognize irregular sight words
Correct Answer: B. Deficit in phonological awareness and phonemic representation access
Rationale: Phonological awareness and the ability to access phonological representations are core
prerequisites for segmenting spoken words and mapping them to print. Deficits in this domain
directly impair phonemic segmentation and speech sound differentiation, such as nasals versus
stops. Options A, C, and D describe visual, general executive, or visual-orthographic patterns rather
than the core phonological deficit shown.
Q2. When evaluating a nine-year-old for a reading disability, the multidisciplinary team notes
discrepancy scores alongside severe deficits in phonological decoding, while listening
comprehension remains well above average. What classification profile best fits this profile under
contemporary response-to-intervention and psychometric models?
A. Mixed reading disability with broad language impairment
B. Specific learning disability in basic reading (Dyslexia)
C. Hyperlexia with concomitant comprehension delays
D. Linguistic comprehension deficit secondary to developmental delay
Correct Answer: B. Specific learning disability in basic reading (Dyslexia)
Rationale: The profile of intact listening comprehension paired with severe phonemic decoding
deficits is the classic hallmark of dyslexia (specific reading disability in basic reading). Mixed reading
disabilities involve both decoding and listening comprehension deficits, whereas hyperlexia features
advanced decoding with impaired comprehension.
Q3. A therapist is working with a student who consistently omits suffixes when reading and writing,
reading "walk" for "walked" and writing "hope" for "hoping." This error pattern most directly
suggests a difficulty with which language domain?
A. Phonological awareness
B. Morphological awareness
C. Orthographic knowledge
D. Rapid automatized naming
Correct Answer: B. Morphological awareness
Rationale: Morphological awareness is the ability to recognize and manipulate the smallest units of
meaning in words (morphemes), including prefixes, suffixes, and roots. Omitting suffixes indicates
difficulty in recognizing and processing these meaningful word parts, which is distinct from
phonological, orthographic, or naming-speed deficits.
pg. 2
,Q4. According to the Simple View of Reading (Gough & Tunmer), reading comprehension is the
product of which two components?
A. Decoding × Vocabulary
B. Decoding + Language Comprehension
C. Decoding × Listening Comprehension
D. Fluency × Motivation
Correct Answer: C. Decoding × Listening Comprehension
Rationale: The Simple View of Reading states that reading comprehension is the product of word
recognition (decoding) and language comprehension (listening comprehension). If either component
is zero, reading comprehension is zero. This multiplicative relationship explains why students with
adequate decoding but weak language comprehension struggle with reading comprehension, and
vice versa.
Q5. In the Four-Part Processing Model for word recognition, which processor is responsible for
converting graphemes to phonemes?
A. Context processor
B. Meaning processor
C. Orthographic processor
D. Phonological processor
Correct Answer: D. Phonological processor
Rationale: The phonological processor is responsible for the perception, analysis, and manipulation
of the sounds of language, including the critical task of converting graphemes (letters) into
phonemes (sounds) for decoding. The orthographic processor recognizes letter patterns, the
meaning processor accesses semantic knowledge, and the context processor uses surrounding
information to aid recognition.
Q6. According to Scarborough's Reading Rope, which strand is NOT part of the "word recognition"
strand?
A. Phonological awareness
B. Decoding
C. Sight word recognition
D. Vocabulary
Correct Answer: D. Vocabulary
Rationale: In Scarborough's Reading Rope, word recognition is comprised of phonological
awareness, decoding, and sight word recognition. Vocabulary, along with background knowledge,
language structures, verbal reasoning, and literacy knowledge, is part of the language
comprehension strand.
pg. 3
, Q7. A CALT is assessing a student's phonological processing skills. The student can identify and
manipulate individual phonemes in spoken words but struggles to rapidly name a series of familiar
letters and numbers. Which component of phonological processing is most likely impaired?
A. Phonological awareness
B. Phonological working memory
C. Rapid automatized naming
D. Phonemic segmentation
Correct Answer: C. Rapid automatized naming
Rationale: Phonological processing comprises three components: phonological awareness
(awareness of and ability to manipulate sound units), phonological working memory (holding and
manipulating phonological information), and rapid automatized naming (rapid retrieval of names for
familiar items). The student's intact phonemic manipulation with slow naming indicates a RAN deficit
specifically.
Q8. A student who learns better from a lecture or class discussion than from the printed page is
considered to have a relative weakness in which processing modality?
A. Poor kinesthetic learning
B. Poor auditory learning
C. Poor visual learning
D. Poor tactile learning
Correct Answer: C. Poor visual learning
Rationale: The student's strength lies in auditory processing (learning by listening), but they struggle
with visual input, which is the primary modality for reading. They have a relative weakness in visual
learning. This distinction is important for understanding how different students access information
and why multisensory instruction benefits struggling readers.
Q9. According to the International Dyslexia Association, approximately what proportion of children
are dyslexic?
A. 1 in 10
B. 1 in 5
C. 1 in 20
D. 1 in 3
Correct Answer: B. 1 in 5
Rationale: According to the International Dyslexia Association, 1 in 5 children are dyslexic.
Additionally, at least 20% of children in various school settings display characteristics of dyslexia that
require intensive intervention.
Q10. Which of the following BEST describes the term "strephosymbolia" as coined by Samuel Orton?
pg. 4
