CALT Test Review Questions and Correct Answers ACTUAL .

CALT Test Review Questions and Correct Answers ACTUAL . oral receptive language - Answer- (listening) ability to understand and comprehend spoken language oral expressive language - Answer- (speaking) a child's ability to communicate thoughts, feelings, and ideas through spoken language written receptive language - Answer- (reading) ability to understand and comprehend written language written expressive language - Answer- (spelling/writing) ability to convey thoughts, ideas, and information through written communication Prelinguistic Stage - Answer- Oral Receptive Language (0-12 months) reflexive responses - infants respond to environmental sounds and voices with reflexive behaviors, such as turning their heads or blinking. Attention to speech: babies start to pay attention to speech sounds and rhythm of language Preverbal Stage - Oral Receptive Language - Answer- (12-18 months) first words - children begin to comprehend and respond to simple words like "bye-bye", "milk" or the names of familiar objects and people. Simple commands: they may follow simple commands like "come here" or "give me" Single Word Stage - Oral Receptive Language - Answer- (12-24 months) vocabulary expansion: start to understand and use single words to express their needs and wants. Understanding simple questions: comprehension of simple questions like "where is the ball?" or "What's that?" Two-Word Stage - Oral Receptive Language - Answer- (18-24 months) combining words: combine two words to form simple phrases, expressing basic relationships and actions (e.g., "more juice", "big truck"). Understanding basic concepts: understand basic concepts like "big" and "little". Early Multiword Stage - Oral Receptive Language - Answer- (30+ months) complex sentences: understand and respond to more complex sentences and questions. Grammar refinement & Story comprehension Mature Language Comprehension - Oral Receptive Language - Answer- (3-5 years and beyond) complex language skills: understand and use more sophisticated language structures. Abstract thinking & Narrative skills. Prelingustic Stage - Oral Expressive Language - Answer- (0-12 months) cooing and babbling, gestures (non-verbal, facial expressions, and body movements) Holophrastic or Single Word Stage - Oral Receptive Language - Answer- (12-18 months) first words, limited vocabulary Early Multiword Stage - Oral Receptive Language - Answer- (24-30 months) sentence expansion, vocabulary growth Later Multiword Stage - Oral Receptive Language - Answer- (30+ months) grammar development, conversational skills Complex Sentence Stage - Oral Receptive Language - Answer- (3-4 years) use of complex sentences, narrative skills Mature Language Development - Oral Receptive Language - Answer- (5 years and beyond) advanced vocabulary, abstract thinking, social language skills Jean Chall's Stages of Reading Development, 1983 Stage 0 - Answer- Written Receptive Language Stage 0 - Prereading (6 months to 6 years): pretends to read, retells the story when looking at pages of a book. Names letters of the alphabet, recognizes some signs, prints own name, plays with books, pencils, and paper Jean Chall's Stages of Reading Development, 1983 Stage 1 - Answer- Stage 1 - Initial Reading and Decoding (grades 1-2.5): relation between letters and sounds and between printed and spoken words, child is able to read simple text containing high frequency words and phonically regular words; uses skills and insight to sound out new on syllable words Jean Chall's Stages of Reading Development, 1983 Stage 2 - Answer- Stage 2 - confirmation and fluency (grades 2.5-3): reads simple, familiar stories and selections with increasing fluency. Done by consolidating the basic deciding elements, sight vocabulary, and meaning context in the reading of familiar stories and selections Jean Chall's Stages of Reading Development, 1983 Stage 3 - Answer- Stages 3 - reading from multiple viewpoints (grades 4-8) reading is a tool for acquiring new knowledge Jean Chall's Stages of Reading Development, 1983 Stage 4 - Answer- Stage 4 - reading from multiple viewpoints (high school) reading critically from a broad range of complex materials Jean Chall's Stages of Reading Development, 1983 Stage 5 - Answer- Stage 5 - construction and reconstruction (college and beyond) reading is used for one's own needs and purposes. Reading serves to integrate one's knowledge with that or others, to synthesize it and to create new knowledge. It is rapid and efficient. Stages of Spelling Development (Multisensory Teacher of Basic Language Skills, Chapter "Teaching Spelling" by Susanne Carreker) - Answer- Prephonetic Stage, Semiphonetic Stage, and Phonetic Stage Prephonetic Stage - Answer- stage in spelling development in which not all of the sounds of the word are represented by letters (e.g., js for dress) Semiphonetic Stage - Answer- stage in spelling development in which a child usually strings consonants together to represent speech sounds in words and syllables (e.g. ntr for enter) Phonetic Stage - Answer- stage in spelling development in which every sound is represented, but the complete knowledge of conventional orthography is not (e.g., sede for seed) Stages of Writing (Phrases of Writing) Dr. Mel Levine Stage One - Answer- Stage One - Limitation (preschool to 1st grade) student pretends to write, become aware that letters can be arranged into words, begin to organize letters and shapes in a line, begin to print letters and numbers, have crude motor skills. Stages of Writing (Phrases of Writing) Dr. Mel Levine Stage Two - Answer- Stage Two - Graphic Presentation (1st and 2nd grade) students are adept at printing letters, preoccupied with appearance of letters, self conscious of classmate's ability, likely to make more letter reversals during the early part of this stage, better at sequential ordering of letters and numbers, become invented spellers. Stages of Writing (Phrases of Writing) Dr. Mel Levine Stage Three - Answer- Stage Three - Progressive Incorporation (late 2nd to 4th grade) students gradually incorporate standards of capitalization, punctuation, syntax, and grammar, stage includes life if any advanced planning of content, conversational speech is more sophisticated and syntactically complex that writing, writing is more often used to state the obvious or relate an experience rather than solve problems or develop ideas, revisions and corrections are introduced, rewriting makes its "educational debut", students bein to assess their own work. Stages of Writing (Phrases of Writing) Dr. Mel Levine Stage Four - Answer- Stage Four - Automatization (4th to 7th grade) students must apply rules of grammar, spelling, and punctuation automatically, being to regularly review their own work, begin to write at a level equivalent to their own speech as syntax and semantics catch up, learn to write in stages, ideas are usually developed before writing, begin to assess the effectiveness of their own writing Stages of Writing (Phrases of Writing) Dr. Mel Levine Stage Five - Answer- Stage Five - Elaboration (7th to 9th grade) students become increasingly adept to using writing to express a viewpoint, being to use writing for thinking, problem solving, and remembering, learn to synthesize ideas from a variety of sources, begin to write at a level that exceeds their own speech Stages of Writing (Phrases of Writing) Dr. Mel Levine Stage Six - Answer- Stage Six - Personalization/Diversification (9th grade and beyond) students learn to use writing styles appropriate their subjects, become more creative with their writing, learn to use sentences of varying lengths and complexity, write with increasingly sophisticated vocabulary Domains of Language - Answer- PPOSSM - Pragmatics, Phonology, Orthography, Semantics, Syntax, Morphology Pragmatics - Answer- (use) social use of language, begins and oral stage Examples: - using language in specific situations - use of conversational skills - understanding figurative language - understanding the feelings/emotions of characters - understanding how characters treat each other Phonology - Answer- (form) sound structures of language/how sounds operate, begins and oral level Examples: - phonological awareness and phonemic awareness - production of sounds (phonetics) - the sound system of language, the science of speech sounds, including the development of speech sounds in one language or comparison or speech sound development in different languages - suprasegmental aspects of language (intonation, stress, loudness, pitch level, juncture, and speaking rate) - segmental aspects of language (phonemes - vowels and consonants) Orthography - Answer- (form) understanding and recognizing patterns of written language, begins and the written level Examples: - sound/symbol correspondence - letter recognition - common letter patterns for reading - syllable types - syllable division patterns - spelling patters, rules, irregular words - fluency Semantics - Answer- (meaning) meaning conveyed by language, begins at an oral level Examples: - vocabulary knowledge - text comprehension Syntax - Answer- (form) grammatical structure of language, begins at oral level Examples: - use of appropriate grammar in oral and written language - correctness and level of sentence structure Morpholoy - Answer- (form) study of meaning carry units of words/way words are formed and related to one another, begins at oral level Examples: - identify (suffixes, prefixes, base words, roots, combining forms) - understanding meaning and usage of word parts in oral and written language Phonological Processing - Answer- an umbrella term for a large category or oral language processing abilities that are related to the sounds in words and are associated with the ability to read well Phonological Memory - Answer- holding information about sounds and words in memory Phonological Awareness - Answer- both the knowledge and sensitivity to the phonological structure or words in a language. It involved a sophisticated ability to notice, think about, manipulate sound segments in words. It can progress from rhyming, to syllable counting, to detecting first, last, and middle sounds, to segmenting, adding, deleting, and substituting sounds in words. Phonemic awareness is one component of phonological awareness. Naming Speed - Answer- Rapid Automatic Naming - a speech naming task, most often administered to pre readers in which the individual is asked to name quickly a series of printed letters, numbers, or blocks of color repeated over and over in random order Dysarthria - Answer- a disorder in the nervous system which hinders control over the tongue, throat, lips, or lunge; neurological oral-motor dysfunction including weaknesses of the musculature necessary for making the coordinating movements of speech production Dyspraxia - Answer- sensorimotor disruption in which the motor signals to the muscles, such as those 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. (A person is born of dyspraxia) Apraxia - Answer- a disorder that prevents certain complex muscular movements, caused by damage to the brain Echolalia - Answer- the immediate and involuntary repetition of words of 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 temporary conductive hearing loss, or sometimes, permanent hearing loss. A young child who experiences hearing loss from otitis media may have resulting speech or language difficulties. Aphasia - Answer- the loss or impairment or the ability to use and comprehend words as the result of brain injury or disease Alexia - Answer- the loss of the ability to read, usually the rest of brain injury Word Awareness - Answer- Recognizing that spoken language is made up of individual words. Ex: identifying the boundaries between words in a sentence Rhyme Awareness - Answer- Recognizing and producing words that have similar ending sounds. Ex: identifying words that rhyme, such as "cat" and "hat". Syllable Awareness - Answer- Recognizing and counting syllables in spoken words. Ex: clapping or counting the syllables in a word like "banana" (ba-na-na). Onsent and Rime Awareness - Answer- Identifying the initial consonant sound (onset) and the remaining vowel and consonant sounds (rime) in a syllable. Ex: recognizing that "cat" can be broken into the "c" (onset) and "at" (rime). Phoneme Awareness (Isolation) - Answer- Recognizing and isolating individual phonemes (the smallest units of sound) within a word. Ex: identifying the first or last sound in a word, such as the "p" sound in "pen". Phoneme Identity - Answer- Recognizing the common sound shared by different words or the same sound in different positions within a word. Ex: identifying that the words "bat", "bug", and "bag" all share the same initial sound. Phoneme Blending - Answer- Combining individual phonemes to form a word. Ex: blending the sounds /c/ /a/ /t/ to form the word "cat". Phoneme Segmentation - Answer- Breaking down a word into its individual phonemes. Ex: segmenting the word "dog" into /d/ /o/ /g/ Phoneme Deletion (Initial, Medial Final) - Answer- Removing a specific phoneme from a word to create a new word. Ex: deleting the initial sound in "cat' to form "at" Phoneme Addition - Answer- Adding a phoneme to an existing word to create a new word. Ex: Adding the sound /s/ to "un" to form "sun" Phoneme Substitution - Answer- Replacing one phoneme in a word with another to create a new word. Ex: substituting the /b/ in "bat" with /h/ to form "hat" Phoneme Manipulation - Answer- Manipulating phonemes in various ways, including blending, segmenting, deleting, adding, and substituting. Ex: give the word "cat", changing it to "mat" by substituting the /c/ with /m/.