2024 CALT ALTA (Alliance Exam Review) Exam Questions & Answers

decoding - recognition of the visual symbol, symbol/sound correspondence, and blending sounds into a word are all part of- Pre-Reading Stage - language appreciation, awareness of printed words, mastery of alphabet and simple words Greek elements - eu, chloro Current Research on the brain and developmental dyslexia - A "glitch" may have taken place during fetal development Dyslexia and Social Development - May see: a lack of good judgement, the inability to stick with a game, erratic emotional behavior Grade equivalent scores - Not a dependable representation of progress Woodcock Johnson Psycho-Education Battery - an academic achievement test and norm referenced test synthetic instruction - Teaching phonics by taking sounds and blending them together into words. analytic instruction - Teaching phonics by taking words and breaking them into parts. Whole to part approach. linguistics based beginning reading - learning to recognize word families % of students with specific learning disabilities receiving special education services that have a deficit in reading - 70-80% According to the National Reading Panel (2000) this represents the strongest indication of a reading disability - a deficit in phonology Section 504 and IDEA - A person who has, has a history of having, or is regarded as having an impairment that significantly limits one or more of life's major functions receives benefits under 2024 CALT ALTA (Alliance Exam Review) Exam Questions & Answers Appropriate education under Section 504 may include - regular classroom, regular classroom with supplementary services, or special education and related services ALTA Code of Ethics and IMSLEC - provide reasonable expectations of student outcomes to parents and students Recommendations for private students - give parents documentation of the services received from you and discuss gradual transition into the classroom Professional Communication - Personal pronouns are unprofessional ADHD - Attention Deficit Hyperactivity Disorder ALTA - Academic Language Therapy Association ESL - English as a Second Language IDEA - Individuals with Disabilities Education Act IEP - Individualized Education Plan IMSLEC - International Multi-sensory Structured Education Council MSL - Multisensory Structured Language MSLE - Multisensory Structured Language Education NICHD - National Institute of Child Health and Human Development VAKT - Visual-Auditory-Kinesthetic/Tactile WRAT - Wide Range Achievement Test swing up, stop - i,t,p,u,w,j,r,s push up and over - m,n,v,x,y,z curve under, over, stop - a, ca, d,g,o,q curve way up, loop left - b,f,h,k,l,e grapheme - single letters or groups of letter groups that represent specific phonemes or speech sounds Closed syllable - napkin, button Open syllable - lilac, tulip Vowel- consonant e - shake, shine Vowel pair - bread, nail Vowel-r - doctor, dollar Final Stable - cable, sandle Inflectional suffix - added to a base word or root and create a new word that is the same part of speech. -s, -er (more than), -ing Derivational suffix - added to a base word or root and create a new word that is different from the base word in terms of parts of speech or function -less, -ful, -ness, -er (one who), ment Doubling rule - one vowel, one consonant, one accent, and a vowel suffix is being added Silent e reasons - to make a vowel long, to make a c or g soft, part of consonant le, added when the word ends in a final v norm-referenced test - assessment that measures performance in relation to a norm cohort or group criterion referenced test - assessment that measures knowledge attained and knowledge yet to be acquired in a domain curriculum-referenced test - assessment that measures knowledge that has been taught screening - brief assessment that identifies students who may need additional or alternate forms of instruction progress monitoring - periodic assessment that measures progress in response to specific intstruction diagnostic measure - assessment that provides a detailed analysis of a student's strengths and weakenesses outcome measure - assessment that classifies a student in terms of achievement or improvement of grade-level performance formal assessment - standardized assessment that must be administered and scored according to prescribed procedures informal assessment - assessments that are not standardized pseudowords - nonsense words that are phonetically regular formative data - data that provide information about knowledge to be applied to short-term goals summative data - data that provide information about knowledge to be applied to long-term comprehensive goals DIBELS - Dynamic Indicators of Basic Literacy Skills, K-3, early literacy skills TPRI - Texas Primary Reading Inventory, starts in K and includes inventories through 3rd grade. focuses on age appropriate skills. PALS - Phonological Awareness Literacy Screening, for PK-3rd, allows teachers to find weaknesses qualitative research - research that collects data through various kinds of observations quantitative research - research in which results are based on a large sample that is representative of the population experimental research - research in which the subjects are randomly assigned to experimental and control groups quasi-experimental research - Research conducted without randomized assignment of subjects to experimental and control groups metacognition - deliberate rearrangement of information left temporal cortex - area of the brain for language development left frontal cortex - area of the brain for speech production occipital cortex - area of the brain for visual processing auditory - related to hearing visual - related to seeing modality - a specific sensory pathway kinesthetic - related to muscle movement and memory multisensory - pertaining to the simultaneous use of multiple senses tactile - related to touch word blindness - early term for dyslexia angular gyrus - area of the brain for visual-verbal associations dyslexia - a specific language-based disorder characterized by difficulty with single word reading; neurobiological in origin and affects encoding and decoding metalinguistics - awareness of language as an entity aspiration - puff of air suprasegmentals - the melody of speech- stress, pitch, loudness, and so forth pragmatics - use of language affixes - prefixes and suffixes dyspraxia - speech problems caused by sensorimotor disruption phonology, morphology, syntax - domains of language dysarthria - speech problems caused by musculature weakness schwa - the sound /u/ semantics - content of language emergent literacy - child's ideas about print, how it works, and what it can do literacy socialization - what happens when books are read to kids, they begin to understand how books are used and how they are designed Reading and writing - not natural, permanent, meaning markers provided by author through language as typography, and punctuation. not personal, counts on lexicon of reader for intonation, stress, pause, and juncture Oral language - Language that is spoken and heard rather than written and read, natural and easier but not permanent, physical meaning markers, personal suprasegmentals - intonation, stress Articulation - rapid alternating movements of the jaw, tongue, lips, teeth, and soft palate dysathria - disorder which includes weakness of musculature necessary for making the movements to produce sound Dyspraxia - the disorder in which the signals to the muscles necessary for speech are not consistently or efficiently received Morphology - Combining morphemes and free morphemes to make meaningful language., rules are important for spelling syntax - The arrangement of words and phrases to create well-formed sentences in a language. Semantics - Meaning of words and sentences pragmatics - the appropriate use of language in different contexts metalinguistics - The ability to think about, analyze, and reflect on language as an object. Alphabetic Principle - ABILITY TO CONNECT LETTERS WITH SOUNDS, AND TO CREATE WORDS BASED ON THESE ASSOCIATIONS. characteristics of letters - name is the only stable characteristic sound syllable correspondence - writing each syllable with a letter or group of letters Letter names - letter reading, important because not all letters have stable sounds, leads to comprehension dyslexic students need 20x more practice reversals - can be caused by gaps in letter naming or by increased cognitive load Letter identification - starts with distinguishing letters and non letters, then uppercase, lowercase is last letter writing - connects the name to the shape Norm Referenced Test - formal standardized evaluation comparing a student to other peers in the same age group Criterion Referenced Tests - Assessment instrument that assess if student reached the point mastery. (FCAT) curriculum based assessment - test items are unique to curriculum, key component of RTI as they allow teachers to break down mastery of skills Formative Assessment - Ongoing and used to inform instruction during learning Summative Assessment - Summarizes student progress at the end of a unit or semester Purpose of RTI - to separate those with SLD with those who are victims of poor instruction progress monitor - for all students regardless of tier, track progress in phone segmentation, letter identification, graphophonemic knowledge, word recognition, fluency, spelling, oral vocabulary, comprehension, and composition probes - used for progress monitoring and can guide instruction interventions - must be research based, early intervention is important DRA-2 - informal reading inventory, measures accuracy, fluency, and comprehension. word analysis component measures phonological awareness and phonics. Aimsweb and FAIR - online progress monitoring programs SPED evaluation - family,health, developmental, and educational history discrepancies between reading/spelling and other areas (WJ III) reading, spelling, and writing skills GORT cognitive and language development CTOPP social emotional status and Attention BASC-II IEP - bases on assessment results Spelling Complexity - caused by multiple spellings of the same sound developmental viewpoint - Wolf and Katzir-Cohen, fluency is a Developmental linguistic process that begins before learning to read and extends well past the read to learn phase, fluency can begin with letter names, sounds, etc. fluency should continue in later grades. Spelling - requires syntactic, phonological, morphological, semantic, and orthographic knowledge Prephonetic Spelling - made up of pictures and letter like figures Semiphonetic spelling - involves connecting speech to print at a syllable level phonetic spelling - every sound represented in spelling, but not conventional spellings phonology - the system of rules that determines how sounds are used in language, teachers should know in order to correct students and diagnose problems Teaching order - teach the most common patterns first, trying to teach them all at once is confusing for poor spellers, frequency of use and situational rules should guide instruction "normalize" spelling - attempts have been made, but were unsuccessful morphological rules - can help spelling Formal spelling - must be taught in order to go beyond phonological spelling, should not be memorized, teachers should guide learning, can be taught through discovery Dictation - Can dictate sounds, words, or sentences for daily practice Irregular words - don't match pronunciations or are infrequent spellings, tracing and copying can help students learn these words. Homophones - should not be taught in pairs. The most common spelling or most frequently used should be taught first. After the spelling and usage of the first one is mastered, the second can be introduced. Spelling lists - Built: Monday: introduce pattern and pattern words Tuesday: Add content area words and sort according to regular spelling, spelling rule, or irregular Wednesday-Thursday: Work with all words especially irregular spellings Friday: Assess Grading - Grade using a rubric in order to give credit to what is correct Cacography - bad handwriting and spelling and can cause numerous problems in life Writing system - handwriting, spelling, composition Kindergarten writing - first and last name, the names of friends 1st grade writing - reading 1st drafts and a variety of composition Letter formation - needs to be taught directly and explicitly, inability to form a letter cause more handwriting than fine motor skills do Keyboarding vs. handwriting - computers are not as readily available as pencil and paper and don't provide kinesthetic reinforcement Importance of handwriting - legible and automatic handwriting increases the quality and quantity of compositions, beginning readers reinforce letter shape through handwriting, instruction allows students to complete assignments faster. spelling improves because students spend less brain power concerned with letter formation. Errors are easier to find Kinesthetic memory - earliest, strongest, and most reliable form of memory Dysgraphia - unusual difficulty with spelling and/or handwriting that may or may not occur with dyslexia Specific agraphia - when students know how to spell words, but letter shapes, sequences, and motor patterns are impaired Motor memory dysfunction - when students have trouble integrating motor input and output. They have trouble remembering the muscle movements needed to form letters Graphomotor production - the muscles of the finger are weak and the students use the muscles of the wrist and forearm Motor feedback problems - when the writer is not receiving information form the hand so may not know the position of the pencil Cursive handwriting - usually taught after manuscript, but may be easier for some Instruction - posture, grip, placement for successful handwriting Order of instruction - ease of production, common strokes, and similarity of those already taught before deciding letter sequence Dyslexia was originally thought to be - a type of aphasia Word Blindness and Word Deafness - first seen in adults who had undergone some sort of trauma that caused them to lose the ability to read. it became known that this word blindness could also be congenital. Patients were able to communicate their thoughts but had difficulty reading or hearing words. History of Dyslexia - first identified in the brain in autopsies done in the 19th century Dr. James Hinshelwood - an ophthalmologist who believed that word blindness was a problem with visual memory system of the brain. He believed that word blind students show be taught using multisensory techniques. Dr. Samuel Orton - a psychologist and neuropathologist who believed that dyslexia was caused by a difference in the brain as opposed to damage in the brain. he believed that dyslexic students did not use the left hemisphere of their brain in the same way that readers did. He established a method of teaching these students, along with Gillingham, that was phonetic and multisensory. It is still the basis for many reading systems Dr. Norman Geschwind and Dr. Albert Galaburda - Began the research for anatomical causes of dyslexia and found that dyslexic people tend to use both hemispheres of the brain in reading tasks, but other readers use primarily the left hemisphere. Dr. Marion Monroe - developed a synthetic phonics program. She aslo determined that it was important to identify a child's oral reading errors before choosing an intervention and that all children needed appropriate reading materials and not just grade level materials Dr. Grace Fernald - Developed the Fernald method which deemphasized phonics and instead emphasized the whole word learning ; word is written by the teacher and then traced by the student as many times as necessary until the student can write their own. Dr. Samuel A. Kirk - He believed that children should be diagnosed to receive intervention and remediation not to label or categorize them. Developed the Illinois Test of Psycho-linguistic Abilities Dr. Doris Johnson and Dr. Helmer Myklebust - Described two types of dyslexia: visual and auditory. Thsoe with visual dyslexia make progress with Orton's method, but those with auditory dyslexia make progress with Fernald's method. They believed that clinical teaching was important. SLD - Specific Learning Disability; a broad category of disorders that includes dyslexia Dyslexia in the US - Many states do not use the word dyslexia, but Texas is one of 12 that has a specific set of laws that deal with educating Dyslexic students DSM-5 - It was proposed that "reading disability" be changed to "dyslexia" which would allow a focus on fluency and accuracy instead of comprehension and would eliminate the need for grade discrepancy for diagnosis. 3 types of poor readers - Dyslexic: good listening comprehension, poor word reading Poor Comprehenders: poor listening comprehension, good word reading Mixed disability: poor LC and WR dyslexia and IQ - Reading ability does not predict intelligence level of dyslexic students Dyslexia around the world - definitions contain many of the same elements Subtypes of Dyslexia - degrees of dyslexia may be explained by subtypes: phonological dyslexia and surface dyslexia are two possible subtypes % of school population that is dyslexic - 5-8% and divided equally between boys and girls