ALTA CALT Exam
1. assessment that measures knowledge attained and knowledge yet to beacquired in a
domain: Criterion referenced test
2. assessment that measures knowledge that has been taught.: Curricu-lum-referenced test
3. brief assessment that identifies students who may need additional oralternate forms of
instruction: Screening
4. periodic assessment that measures progress in response to specificintstruction: Progress
monitoring
5. assessment that provides a detailed analysis of a student's strengths andweakenesses.:
Diagnostic measure
6. assessment that classifies a student in terms of achievement or improve-ment of grade-
level performance.: Outcome measure
7. standardized assessment that must be administered and scored accordingto prescribed
procedures: Formal assessment
8. assessments that are not standardized.: Informal assessment
9. nonsense words that are phonetically regular.: Pseudowords
10. data collected that provides information about knowledge to be applied toshort-term
goals.: Formative data
11. data collected that provides information about knowledge to be applied forlong-term
comprehensive goals.: Summative data
12. Dynamic Indicators of Basic Literacy Skills, K-3, early literacy skills: DI-BELS
13. Texas Primary Reading Inventory, starts in K and includes inventoriesthrough 3rd grade.
focuses on age appropriate skills..: TPRI
14. Phonological Awareness Literacy Screening, for PK-3rd, allows teachersto find
weaknesses.: PALS
15. research that collects data through various kinds of observations: Qualita-tive research
16. research in which results are based on a large sample that is representa-tive of the
population.: Quantitative research
17. research in which the subjects are randomly assigned to experimental andcontrol groups.:
Experimental research
18. Research that determines cause and effect, conducted without random- ized assignment of
subjects to experimental and control groups.: Quasi-exper-imental research
19. deliberate rearrangement of information; strategies used to accomplishand process
feedback for learning.: Metacognition
,20. area of the brain for language development (word analysis).: Parieto-tem-poral region
21. area of the brain for speech production (articulation and word analysis).: -
Broca's region of the brain
22. interractive neural area of the brain where phonological, orthographic andsemantic are
integrated and synthesized (word form).: Occipito-temporal region
23. related to hearing: Auditory
24. related to seeing: Visual
25. a specific sensory pathway: Modality
26. related to muscle movement and memory: Kinesthetic
27. pertaining to the simultaneous use of multiple senses: Multisensory
28. related to touch (kinsesthetic): Tactile
29. early term for dyslexia: Word blindness
30. area of the brain for visual-verbal associations (Significance is in transfer-ring visual
information to Wernicke's area; visually perceived words, spatial cognition, number
processing, memory retrieval and attention.: Angular gyrus
31. a specific language-based disorder characterized by difficulty with singleword reading;
neurobiological in origin and affects encoding and decoding.-
: Dyslexia
32. recognition of the visual symbol, symbol/sound correspondence, andblending sounds
into a word are all part of-: Decoding
33. language appreciation, awareness of printed words, mastery of alphabetand simple
words: Pre-Reading Stage
34. eu, chloro: Greek elements
35. A "glitch" may have taken place during fetal development.: Current Researchon the brain
and developmental dyslexia
36. May see: a lack of good judgement, the inability to stick with a game, erraticor emotional
behavior.: Dyslexia and Social Development
37. Not a dependable representation of progress.: Grade equivalent scores
38. a cognitive/ norm referenced test: Woodcock Johnson Psycho-Education Bat-tery
39. Teaching phonics by taking sounds and blending them together into words.-
: Synthetic instruction
40. Teaching phonics by taking words and breaking them into parts. Whole topart approach.:
, Analytic instruction
41. Study of production, properties, structure, meaning and or use of lan-guage.: Linguistics
42. with specific learning disabilities receiving special education services thathave a deficit in
reading.: 70%- 80% of students
43. According to the National Reading Panel (2000) this represents thestrongest indication of
a reading disability: Phonological deficit
44. 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 functionsreceives benefits
under these: Section 504 and IDEA
45. regular classroom, regular classroom with accommodations, or special education and
related services.: Appropriate education under Section 504 mayinclude
46. provide reasonable expectations of student outcomes to parents and stu-dents: ALTA
Code of Ethics and IMSLEC
47. give parents documentation of the services received from you and discussgradual transition
into the classroom: Recommendations for private students
48. Professional communication should not include: Personal Pronouns
49. Attention Deficit Hyperactivity Disorder: ADHD
50. Academic Language Therapy Association: ALTA
51. English as a Second Language: ESL
52. Individuals with Disabilities Education Act: IDEA
53. Individualized Education Plan: IEP
54. International Multi-sensory Structured Education Council: IMSLEC
55. Multisensory Structured Language: MSL
56. Multisensory Structured Language Education: MSLE
57. National Institute of Child Health and Human Development: NICHD
58. Visual-Auditory-Kinesthetic/Tactile: VAKT
59. Wide Range Achievement Test: WRAT
60. i,t,p,u,w,j,r,s: Swing up, stop
61. m,n,v,x,y,z: Push up and over
62. a, ca, d,g,o,q: Curve under, over, stop
63. b,f,h,k,l,e: Curve way up, loop left
1. assessment that measures knowledge attained and knowledge yet to beacquired in a
domain: Criterion referenced test
2. assessment that measures knowledge that has been taught.: Curricu-lum-referenced test
3. brief assessment that identifies students who may need additional oralternate forms of
instruction: Screening
4. periodic assessment that measures progress in response to specificintstruction: Progress
monitoring
5. assessment that provides a detailed analysis of a student's strengths andweakenesses.:
Diagnostic measure
6. assessment that classifies a student in terms of achievement or improve-ment of grade-
level performance.: Outcome measure
7. standardized assessment that must be administered and scored accordingto prescribed
procedures: Formal assessment
8. assessments that are not standardized.: Informal assessment
9. nonsense words that are phonetically regular.: Pseudowords
10. data collected that provides information about knowledge to be applied toshort-term
goals.: Formative data
11. data collected that provides information about knowledge to be applied forlong-term
comprehensive goals.: Summative data
12. Dynamic Indicators of Basic Literacy Skills, K-3, early literacy skills: DI-BELS
13. Texas Primary Reading Inventory, starts in K and includes inventoriesthrough 3rd grade.
focuses on age appropriate skills..: TPRI
14. Phonological Awareness Literacy Screening, for PK-3rd, allows teachersto find
weaknesses.: PALS
15. research that collects data through various kinds of observations: Qualita-tive research
16. research in which results are based on a large sample that is representa-tive of the
population.: Quantitative research
17. research in which the subjects are randomly assigned to experimental andcontrol groups.:
Experimental research
18. Research that determines cause and effect, conducted without random- ized assignment of
subjects to experimental and control groups.: Quasi-exper-imental research
19. deliberate rearrangement of information; strategies used to accomplishand process
feedback for learning.: Metacognition
,20. area of the brain for language development (word analysis).: Parieto-tem-poral region
21. area of the brain for speech production (articulation and word analysis).: -
Broca's region of the brain
22. interractive neural area of the brain where phonological, orthographic andsemantic are
integrated and synthesized (word form).: Occipito-temporal region
23. related to hearing: Auditory
24. related to seeing: Visual
25. a specific sensory pathway: Modality
26. related to muscle movement and memory: Kinesthetic
27. pertaining to the simultaneous use of multiple senses: Multisensory
28. related to touch (kinsesthetic): Tactile
29. early term for dyslexia: Word blindness
30. area of the brain for visual-verbal associations (Significance is in transfer-ring visual
information to Wernicke's area; visually perceived words, spatial cognition, number
processing, memory retrieval and attention.: Angular gyrus
31. a specific language-based disorder characterized by difficulty with singleword reading;
neurobiological in origin and affects encoding and decoding.-
: Dyslexia
32. recognition of the visual symbol, symbol/sound correspondence, andblending sounds
into a word are all part of-: Decoding
33. language appreciation, awareness of printed words, mastery of alphabetand simple
words: Pre-Reading Stage
34. eu, chloro: Greek elements
35. A "glitch" may have taken place during fetal development.: Current Researchon the brain
and developmental dyslexia
36. May see: a lack of good judgement, the inability to stick with a game, erraticor emotional
behavior.: Dyslexia and Social Development
37. Not a dependable representation of progress.: Grade equivalent scores
38. a cognitive/ norm referenced test: Woodcock Johnson Psycho-Education Bat-tery
39. Teaching phonics by taking sounds and blending them together into words.-
: Synthetic instruction
40. Teaching phonics by taking words and breaking them into parts. Whole topart approach.:
, Analytic instruction
41. Study of production, properties, structure, meaning and or use of lan-guage.: Linguistics
42. with specific learning disabilities receiving special education services thathave a deficit in
reading.: 70%- 80% of students
43. According to the National Reading Panel (2000) this represents thestrongest indication of
a reading disability: Phonological deficit
44. 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 functionsreceives benefits
under these: Section 504 and IDEA
45. regular classroom, regular classroom with accommodations, or special education and
related services.: Appropriate education under Section 504 mayinclude
46. provide reasonable expectations of student outcomes to parents and stu-dents: ALTA
Code of Ethics and IMSLEC
47. give parents documentation of the services received from you and discussgradual transition
into the classroom: Recommendations for private students
48. Professional communication should not include: Personal Pronouns
49. Attention Deficit Hyperactivity Disorder: ADHD
50. Academic Language Therapy Association: ALTA
51. English as a Second Language: ESL
52. Individuals with Disabilities Education Act: IDEA
53. Individualized Education Plan: IEP
54. International Multi-sensory Structured Education Council: IMSLEC
55. Multisensory Structured Language: MSL
56. Multisensory Structured Language Education: MSLE
57. National Institute of Child Health and Human Development: NICHD
58. Visual-Auditory-Kinesthetic/Tactile: VAKT
59. Wide Range Achievement Test: WRAT
60. i,t,p,u,w,j,r,s: Swing up, stop
61. m,n,v,x,y,z: Push up and over
62. a, ca, d,g,o,q: Curve under, over, stop
63. b,f,h,k,l,e: Curve way up, loop left
