ALTA Exam Standard 1 – EXAM STUDY
GUIDE 2026/2027 COMPLETE
QUESTIONS WITH VERIFIED CORRECT
ANSWERS || 100% GUARANTEED PASS
<NEWEST VERSION>
Characteristics of Levine's Stage of Writing: Imitation (preschool-1st) - ANSWER Pretend
writing, awareness that letters can be grouped into words, begin organizing letters/shapes in a
line, begin to print letters/numbers, crude motor skills
Characteristics of Levine's Stage of Writing: Graphic Presentation (1st/2nd grades) - ANSWER
Competent in printing letters, preoccupation with appearance of letters, awareness of peers'
abilities, letter reversals, sequencing letters/numbers improves, invented spelling
Characteristics of Levine's Stage of Writing: Progressive Incorporation (late 2nd-4th grade) -
ANSWER Writing incorporates capitalization, punctuation, syntax, and grammer; little
preplanning for writing; conversational speech more complex than written language; writing
focuses on relating an experience rather than problem solving or elaborate ideas.
Revisions/corrections/rewriting/self-assessment introduced.
Characteristics of Levine's Stage of Writing: Automatization (4th-7th grade) - ANSWER
Automatic application of rules of grammar/spelling/punctuation/proofreading; written
language/speech more evenly developed; longer sentences; prewriting planning
,Characteristics of Levine's Stage of Writing: Elaboration (7th-9th grade) - ANSWER
Proficiency at developing viewpoint through writing; writing used for thinking/problem
solving/remembering; synthesis of ideas from various sources; writing more sophisticated than
speech
Characteristics of Levine's Stage of Writing: Personalization/Diversification (9th grade+) -
ANSWER Use of different writing styles; more creativity; varied sentence type/length;
sophisticated vocabulary
Phonological Processing - ANSWER An umbrella term for a large category of oral language
processing abilities that are related to the sounds in words and are associated with ability to
read well. Consists of phonological memory, phonological awareness (core deficit in dyslexia),
and naming speed.
Dysarthria - ANSWER A disorder in the nervous system which hinders control over the
tongue, throat, lips, or lungs; neurological oral-motor dysfunction including weaknesses of the
musculature necessary for coordinating movements for speech production
Dyspraxia - ANSWER Sensorimotor disruption in which the motor signals to the muscles
necessary for speech production are not consistently or efficiently received. Difficulty getting
the body to do what you want it to do when you want it to do it. From birth
Apraxia - ANSWER A disorder that prevents certain complex muscular movements--caused
by brain damage
Echolalia - ANSWER The immediate, involuntary repetition of words or phrases just spoken
by others
Dysphasia - ANSWER Characterized by difficulty in learning both receptive and expressive
oral language despite adequate hearing, intelligence, and socio-cultural opportunity
, Otitis Media - ANSWER Inflammation of the middle ear that can lead to conductive hearing
loss or possibly permanent hearing loss. Can lead to speech/language issues in young children.
Aphasia - ANSWER The loss or impairment of the ability to use/comprehend words as the
result of brain injury/disease
Alexia - ANSWER The loss of the ability to read usually the result of brain injury
Inflectional Endings - ANSWER Morphology: Suffixes that reflect tense, possession, or
number
Derivational Endings - ANSWER Morphology: Suffixes that change a word's part of speech
Phonological Memory - ANSWER The ability to hold speech sounds/word in memory
Phonological Awareness - ANSWER Knowledge of/sensitivity to the phonological structure
of words: rhyming, syllable counting, initial/medial/final sounds in words,
segmenting/adding/deleting/substituting sounds. Phonemic Awareness is a subcategory.
Phonological Awareness is the core deficit in dyslexia.
RAN - ANSWER Rapid Automatized Naming of colors, letters, numbers, objects
Academic Areas to Assess in Dyslexia - ANSWER letter knowledge, word decoding, fluency
(rate/accuracy), reading comprehension, writing composition, spelling
Cognitive Processes to Assess in Dyslexia - ANSWER Phonological awareness, phonemic
awareness, RAN, morpheme/syntax awareness, and working memory
GUIDE 2026/2027 COMPLETE
QUESTIONS WITH VERIFIED CORRECT
ANSWERS || 100% GUARANTEED PASS
<NEWEST VERSION>
Characteristics of Levine's Stage of Writing: Imitation (preschool-1st) - ANSWER Pretend
writing, awareness that letters can be grouped into words, begin organizing letters/shapes in a
line, begin to print letters/numbers, crude motor skills
Characteristics of Levine's Stage of Writing: Graphic Presentation (1st/2nd grades) - ANSWER
Competent in printing letters, preoccupation with appearance of letters, awareness of peers'
abilities, letter reversals, sequencing letters/numbers improves, invented spelling
Characteristics of Levine's Stage of Writing: Progressive Incorporation (late 2nd-4th grade) -
ANSWER Writing incorporates capitalization, punctuation, syntax, and grammer; little
preplanning for writing; conversational speech more complex than written language; writing
focuses on relating an experience rather than problem solving or elaborate ideas.
Revisions/corrections/rewriting/self-assessment introduced.
Characteristics of Levine's Stage of Writing: Automatization (4th-7th grade) - ANSWER
Automatic application of rules of grammar/spelling/punctuation/proofreading; written
language/speech more evenly developed; longer sentences; prewriting planning
,Characteristics of Levine's Stage of Writing: Elaboration (7th-9th grade) - ANSWER
Proficiency at developing viewpoint through writing; writing used for thinking/problem
solving/remembering; synthesis of ideas from various sources; writing more sophisticated than
speech
Characteristics of Levine's Stage of Writing: Personalization/Diversification (9th grade+) -
ANSWER Use of different writing styles; more creativity; varied sentence type/length;
sophisticated vocabulary
Phonological Processing - ANSWER An umbrella term for a large category of oral language
processing abilities that are related to the sounds in words and are associated with ability to
read well. Consists of phonological memory, phonological awareness (core deficit in dyslexia),
and naming speed.
Dysarthria - ANSWER A disorder in the nervous system which hinders control over the
tongue, throat, lips, or lungs; neurological oral-motor dysfunction including weaknesses of the
musculature necessary for coordinating movements for speech production
Dyspraxia - ANSWER Sensorimotor disruption in which the motor signals to the muscles
necessary for speech production are not consistently or efficiently received. Difficulty getting
the body to do what you want it to do when you want it to do it. From birth
Apraxia - ANSWER A disorder that prevents certain complex muscular movements--caused
by brain damage
Echolalia - ANSWER The immediate, involuntary repetition of words or phrases just spoken
by others
Dysphasia - ANSWER Characterized by difficulty in learning both receptive and expressive
oral language despite adequate hearing, intelligence, and socio-cultural opportunity
, Otitis Media - ANSWER Inflammation of the middle ear that can lead to conductive hearing
loss or possibly permanent hearing loss. Can lead to speech/language issues in young children.
Aphasia - ANSWER The loss or impairment of the ability to use/comprehend words as the
result of brain injury/disease
Alexia - ANSWER The loss of the ability to read usually the result of brain injury
Inflectional Endings - ANSWER Morphology: Suffixes that reflect tense, possession, or
number
Derivational Endings - ANSWER Morphology: Suffixes that change a word's part of speech
Phonological Memory - ANSWER The ability to hold speech sounds/word in memory
Phonological Awareness - ANSWER Knowledge of/sensitivity to the phonological structure
of words: rhyming, syllable counting, initial/medial/final sounds in words,
segmenting/adding/deleting/substituting sounds. Phonemic Awareness is a subcategory.
Phonological Awareness is the core deficit in dyslexia.
RAN - ANSWER Rapid Automatized Naming of colors, letters, numbers, objects
Academic Areas to Assess in Dyslexia - ANSWER letter knowledge, word decoding, fluency
(rate/accuracy), reading comprehension, writing composition, spelling
Cognitive Processes to Assess in Dyslexia - ANSWER Phonological awareness, phonemic
awareness, RAN, morpheme/syntax awareness, and working memory
