CALT Exam Question and Answer | Grade A+
| Trusted Answers Pack
• CTOPP (Comprehensive Test of Phonological Processing) -✓✓assesses
phonological awareness, phonological memory and rapid naming.
• TOWRE2- test of word reading efficiency -✓✓- ages 6-24- measures sight-word
efficiency (ability to pronounce printed words), phonetic-decoding efficiency
(ability to pronounce phonemically regular non-words),
• DIBELS (Dynamic Indicators of Basic Early Literacy Skills) -✓✓a set of
procedures and measures for assessing the acquisition of early literacy skills. They
are designed to be short (one minute) fluency measures used to regularly monitor
the development of early literacy and early reading skills.
• Brigance -✓✓a series of 12 assessments, including language development,
science and math proficiencies and gross motor skills.
• AimsWeb -✓✓a benchmark and progress monitoring system based on direct,
frequent. and continuous student assessment using brief, accurate measures of
reading, math, spelling, and writing.
• Tier 1 Vocabulary -✓✓Basic words-- rarely require direct instruction and do not
typically have multiple meanings.
• Tier 2 Vocabulary -✓✓Vocabulary words that occur across a variety of domains
and are important for direct instruction.High Frequency/ Multiple Meaning
Vocabulary.
• Tier 3 Vocabulary -✓✓Vocabulary words that are specific to domains (i.e.
jargon). Low Frequency/ Context Specific Vocabulary.
• Decoding -✓✓the process of translating print into speech by rapidly matching a
letter or combination of letters (graphemes) to their sounds (phonemes)
• Encoding -✓✓the process of hearing a sound and being able to write a symbol to
represent that sound.
, • Segmenting -✓✓Separating the individual phonemes, or sounds, or syllables of a
word into discrete units.
• Blending -✓✓combining individual phonemes to form words or combining
onsets and rimes to make syllables, then combining syllables to make words.
• Deleting -✓✓manipulate spoken words by deleting specific phonemes.
• Multidimensional Fluency Scale -✓✓rubric (1-4) to rate reader fluency in the
areas of accuracy, expression and volume, phrasing, smoothness, and pace.
• Sight Words -✓✓words children identify quickly, accurately, and effortlessly.
• Nonsense Words -✓✓words or parts of words which do not exist in the language
you are using
• High Frequency Words -✓✓Words most often used in the English language
• Morpheme -✓✓in a language, the smallest unit that carries meaning; may be a
word or a part of a word (such as a prefix)
• Grapheme -✓✓A written representation of a sound using one or more letters.
• Phoneme -✓✓the smallest unit of sound in speech
• Diphthong -✓✓The sound produced by combining two vowels in to a single
syllable or running together the sounds.
• Macron -✓✓horizontal mark indicating that the vowel over which it is placed is
long
• Breve -✓✓a curved mark used to indicate a short vowel or a short or unstressed
syllable.
• Cross out -✓✓a line drawn through silent letters
| Trusted Answers Pack
• CTOPP (Comprehensive Test of Phonological Processing) -✓✓assesses
phonological awareness, phonological memory and rapid naming.
• TOWRE2- test of word reading efficiency -✓✓- ages 6-24- measures sight-word
efficiency (ability to pronounce printed words), phonetic-decoding efficiency
(ability to pronounce phonemically regular non-words),
• DIBELS (Dynamic Indicators of Basic Early Literacy Skills) -✓✓a set of
procedures and measures for assessing the acquisition of early literacy skills. They
are designed to be short (one minute) fluency measures used to regularly monitor
the development of early literacy and early reading skills.
• Brigance -✓✓a series of 12 assessments, including language development,
science and math proficiencies and gross motor skills.
• AimsWeb -✓✓a benchmark and progress monitoring system based on direct,
frequent. and continuous student assessment using brief, accurate measures of
reading, math, spelling, and writing.
• Tier 1 Vocabulary -✓✓Basic words-- rarely require direct instruction and do not
typically have multiple meanings.
• Tier 2 Vocabulary -✓✓Vocabulary words that occur across a variety of domains
and are important for direct instruction.High Frequency/ Multiple Meaning
Vocabulary.
• Tier 3 Vocabulary -✓✓Vocabulary words that are specific to domains (i.e.
jargon). Low Frequency/ Context Specific Vocabulary.
• Decoding -✓✓the process of translating print into speech by rapidly matching a
letter or combination of letters (graphemes) to their sounds (phonemes)
• Encoding -✓✓the process of hearing a sound and being able to write a symbol to
represent that sound.
, • Segmenting -✓✓Separating the individual phonemes, or sounds, or syllables of a
word into discrete units.
• Blending -✓✓combining individual phonemes to form words or combining
onsets and rimes to make syllables, then combining syllables to make words.
• Deleting -✓✓manipulate spoken words by deleting specific phonemes.
• Multidimensional Fluency Scale -✓✓rubric (1-4) to rate reader fluency in the
areas of accuracy, expression and volume, phrasing, smoothness, and pace.
• Sight Words -✓✓words children identify quickly, accurately, and effortlessly.
• Nonsense Words -✓✓words or parts of words which do not exist in the language
you are using
• High Frequency Words -✓✓Words most often used in the English language
• Morpheme -✓✓in a language, the smallest unit that carries meaning; may be a
word or a part of a word (such as a prefix)
• Grapheme -✓✓A written representation of a sound using one or more letters.
• Phoneme -✓✓the smallest unit of sound in speech
• Diphthong -✓✓The sound produced by combining two vowels in to a single
syllable or running together the sounds.
• Macron -✓✓horizontal mark indicating that the vowel over which it is placed is
long
• Breve -✓✓a curved mark used to indicate a short vowel or a short or unstressed
syllable.
• Cross out -✓✓a line drawn through silent letters
