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WorksheetsCALP Birsh book
Total questions: 60
Worksheet time: 30mins
Research suggests that the defining characteristic of dyslexia is that a student does what?
a. Reads letters and words backward
b. Has difficulties with the phonology of language
c. Has attention and motivation issues
d. Has inadequate cognitive abilities
Impairments in phonemic awareness skills in kindergarteners will do which of the following?
a. Resolve themselves over time
b. Be remediated in later grades
c. Persist without explicit instruction
d. Affect decoding but not spelling
Research suggests that effective phonics instruction is what?
a. Indirect
b. Systematic
c. Incidental
d. Optional
How can academic language be described?
a. Naturally acquired
b. Everyday language
c. Useful but not necessary
d. Classroom language
Close reading is meant to reduce college students’ challenges related to reading because of
which of the following?
a. The demands of complex text
b. Issues with attention and motivation
c. Lack of motivation and engagement
d. Difficulties with decoding and fluency
A teacher is planning a Structured Literacy lesson for her student. Initially, she used informal
assessment to determine which phoneme–grapheme associations the student had mastered.
For new learning, she selects the next unknown phoneme–grapheme association in order of
difficulty. Which principle of Structured Literacy does this choice represent?
a. Instruction is diagnostic.
b. Instruction is explicit.
c. Instruction is sequential.
d. Instruction is multisensory.
A teacher is delivering a Structured Literacy lesson. Within this lesson, he presents cards with
single letters printed on them and asks the student to pronounce the associated sound. He has
the student read lists of single words as well as connected text. Which of the following do these
activities represent?
a. Grapheme to phoneme
b. Phoneme to grapheme
c. Speech to text
d. Text to speech
Research studies have identified differences between the brains of individuals with and without
reading disability (dyslexia). Which of the following has not been reported regarding students
with dyslexia?
a. Potential weaknesses in anatomical connectivity patterns have been identified.
b. Functional brain activation patterns become more normalized after Structured Literacy
intervention.
c. During reading, there is hypoactivation within brain areas involved in articulation and
naming.
d. The process of multisensory integration occurs at a slower rate.
Regarding the efficacy of the use of multisensory instructional strategies, which of the follow-
ing is true?
a. Researchers have documented the efficacy of multisensory instructional strategies.
b. Researchers have studied the efficacy of multisensory instructional strategies.
c. The National Reading Panel recommended the use of multisensory instructional strategies.
d. The National Reading Panel identified the best multisensory methodology for teaching
phonics.
Which is an example that demonstrates a student’s understanding English morphology?
a. Knowing the multiple spellings for /ā/ and how to make an informed choice
b. Knowing that fine, the base in the words finish and definite, means “to end”
c. Knowing that the sentence “He the hamburger delicious ate” is grammatically incorrect
d. Knowing that the definition of the word left varies depending on context
The Triple Word Form Theory relates to the integration of which three components of language?
a. Phonology, orthography, and morphology
b. Phonology, orthography, and syntax
c. Orthography, morphology, and semantics
d. Phonology, morphology, and syntax
Which statement best describes how different regions of the brain activate during various kinds
of language tasks (listening, speaking, reading, writing)?
a. Different kinds of tasks involve activation in essentially the same regions.
b. Different kinds of tasks involve activation in different regions.
c. Different kinds of tasks involve activation in some of the same regions as well as some
regions unique to the specific task.
d. Neurological research has so far yielded little insight into how different regions of the
brain activate during different kinds of tasks.
Results of the National Reading Panel study indicated which of the following?
a. Systematic phonics instruction produced better growth in reading than all types of non-
systematic or nonphonics instruction.
b. Balanced literacy instruction produced better growth in reading than all types of phonics
instruction.
c. Direct meaning-based word identification instruction produced better growth in reading
than all types of phonics instruction.
d. Use of the three-cueing systems produced better growth in reading than all other types of
instruction.
Which is an example of synthetic instruction?
a. Teaching how to segment the word sheep into phonemes:
/shēp/ Ë /sh/ /ē/ /p/
b. Teaching how to determine the morphemes in incredible:
incredible Ë in- + crede + -ible
c. Teaching how to blend phonemes together to pronounce a word:
/b/ + /l/ + /ĕ/ + /n/ + /d/ Ë /blend/
d. Teaching how to pronounce the word cucumber in syllables:
cucumber Ë /cū/ /kŭm/ /bər/
What are two ways in which executive function influences language performance?
a. When planning remarks
b. When monitoring the reaction of the listener
c. All anwser are correct
How does impaired language functioning affect executive functioning?
a. Impaired word retrieval negatively affects verbal mediation.
b. Impaired functioning makes it harder to plan and execute responses in a timely manner.
c. There are fewer words available to represent key ideas.
d. All of the above*
Which of the following are differences between speaking and decoding?
a. Learning to speak is a “natural” process.
d. Decoding rules are about phonemes and graphemes; speaking is about phonemes and
inherent meaning.
b. Speaking is accompanied by suprasegmental features that influence comprehension.
c. There are many more sounds than there are letters.
e. All of the above*
Language pragmatics is focused on what?
a. Practical uses of language
b. Language for reading and writing
c. Social communication with others
d. The purposes and intentions with which we use and understand language orally and in
How would you describe the language that teachers use?
a. It must be consciously planned and chosen.
b. It must be presented at the level of the learner.
c. It must be accompanied by examples and experiences.
d. It must have the intent of teaching content and teaching how to learn it.
e. All of the above
How is vocabulary acquired by children?
a. One word at a time
b. Starting at birth
d. When they are spoken or read to
c. Once they can understand many words
Which is not a component of early literacy skills?
a. Spelling correctly
b. Phonological awareness
c. Storytelling
d. Writing development
Which is not a purpose of learning centers in the early childhood classroom?
a. Learning centers give teachers a chance to step away from the activities in the class.
b. Learning centers give children opportunities to explore areas of their own interest.
c. Learning centers promote small-group interaction.
Which is an example of an open-ended question that promotes oral awareness?
a. Point to the building.
b. Where do you think it came from?
c. Did you have fun building that?
Which is a true statement about print awareness?
a. It helps children distinguish oral and printed messages.
b. It is not needed in early childhood because children don’t read.
c. It does not occur until after age 6.
Which is a true statement about assessments in early childhood?
a. They include both formal and informal tools for teachers to use.
b. They are unreliable and do not give useful information.
d. They take valuable time away from the class.
Letter-name knowledge in beginning grades is one of the most reliable predictors of what in
middle and high school?
a. Reading achievement
b. Comprehension
c. Spelling ability
d. Decoding ability
e. All of the above*
Students learn letter names at different rates. Which of the following is true?
a. Students who are significantly slower in learning letter names may later be diagnosed as
having a reading disability.
b. Most beginning students who have significant difficulty with letter names catch up in
reading by fourth grade.
c. Students with dyslexia may require as much as 20 times more repetition and practice in
order to acquire letter-name knowledge.
e. Both a and c*
What is a major source of reading difficulty for students with dyslexia?
a. Difficulty with visual memory
b. Difficulty associating a letter’s name with the sound it represents.
c. Visual perception—seeing letters backward
Guided discovery learning involves which of the following?
b. The student becoming the teacher for other students
a. Leading students to discover the information through Socratic questioning
d. Using multisensory learning
Alphabet activities can be used to teach which of the following skills?
a. Recognizing and producing an accented syllable in a word
b. Knowing the difference between vowel and consonant sounds (phonemes)
c. Alphabetizing words
d. All of the above
Unitization in Ehri’s stages of reading theory refers to what?
a. Categorizing concepts for increased comprehension
b. Seeing individual letters as distinct units
c. Seeing familiar letter sequences as belonging together
d. Dividing the 26 letters of the alphabet into designated groups
What is a typical developmental sequence of phonological awareness?
a. Syllable segmentation, initial sound isolation, sound segmentation of single-syllable
words, and sound deletion.
b. Sound deletion, sound segmentation of single-syllable words, syllable segmentation, and
initial sound isolation.
c. Initial sound isolation, sound segmentation of single-syllable words, sound deletion, and
syllable segmentation.
What is the phonemic awareness skill expectation for students leaving first grade, according to
state standards?
a. Isolate and identify the phonemes in CCVC words
b. Produce a string of three rhyming words
c. Decode single-syllable words
For children entering kindergarten, what phonemic awareness skill is a strong predictive indi-
cator of later literacy learning in the primary grades?
a. Phoneme segmentation of single-syllable words
b. Deletion of phonemes
d. Initial phoneme isolation and identification
Alliteration can be connected to which step on the linguistic hierarchy?
a. Words in sentences
b. Onset–rime
c. Phonemes
Which pair of words has four sounds each?
a. Fish, chat
b. Eight, though
c. Box, queen
d. Comb, talk
Which phonemic awareness task should be included in a screening assessment for kindergarten
students?
a. A phoneme-reversal task of two-syllable words
b. A syllable-blending task of familiar words
c. A phoneme-segmenting task of single-syllable words
A screening tool for older students should measure which phonemic awareness skills?
a. Syllable segmenting and blending
c. Phoneme segmenting and blending
d. Phoneme deletion and substitution
What is the impact on student learning when phonemic awareness instruction is included in
the early grades?
a. More students experience success learning to read and write.
b. Fewer students will need higher levels of literacy instruction.
c. More students will achieve expected literacy learning outcomes.
d. All of the above.
The reliability of a test refers to which of the following?
a. The consistency of test results across evaluators administering it
b. The consistency of the test results between various forms of the test
c. The consistency of the test items to each other
d. The consistency of the test results upon retesting
e. All of the above
Which of these statements is true of face validity?
a. It is always required before using a test.
b. It is highly correlated with reliability.
c. It is sometimes misleading because it refers simply to whether a test appears to measure
something.
Which of the following statements is true for the Individuals with Disabilities Education
Improvement Act (IDEA) of 2004 (PL 108-446)?
a. It requires the use of response to intervention (RTI) to determine the presence of a
specific learning disability (SLD).
b. It neither requires nor prohibits the use of a discrepancy between IQ score and achieve-
ment to determine SLD.
c. It requires the use of a discrepancy between IQ score and achievement to determine the
presence of a SLD.
Which of these statements is true of formative assessment?
a. It is provided often to guide daily or weekly instruction.
b. It summarizes the overall picture of a child and is given rarely.
c. It always uses standardized tests.
Which of these statements is true of grade-equivalent scores?
c. They can change in large ways due to small movements in the raw data.
a. They have unequal spaces between the scores.
b. They correspond unevenly to norm-referenced scores.
d. All of the above.*
Which is the most accurate description of a characteristic of dyslexia?
a. Difficulty with comprehension
b. Not intuiting the alphabetic principle
c. Perceiving and reading words backward
d. Delayed oral and written language
A student struggles to read the word selfishness. To build the student’s accuracy, the teacher
asks what?
a. “Are there any prefixes or suffixes?”
b. “What clues does the illustration give you?”
c. “Is this a short word or a long word?”
Which of the following is an example of orthography?
a. There are three phonemes in church.
b. Both /b/ and /t/ are stop consonants.
c. Words do not begin with ck.*
What is meant by saying fluency is “an antecedent and a consequence of comprehension”?
a. Comprehension depends on fluency and comprehension supports fluency.
b. Fluency is the product of word recognition and listening comprehension.
c. Comprehension is the product of word recognition and fluent reading.
A student misreads sprint as spring. To build the student’s accuracy, the teacher does what?
a. Pronounces the word for the student
b. Asks the student to name the letters in the word
c. Has the student guess the word from the context
Which of the following sets contains two roots and two combining forms?
a. audi, vis, rupt, ject
b. scope, bio, dict, vis
c. photo, auto, duct, logy
d. graph, port, tele, meter
What are three elements of prosody?
a. Automaticity, speed, accuracy
b. Accuracy, speed, stress
c. Phrasing, intonation, stress
8. A student reads the word incomprehensible accurately but does not understand what the
word means. The teacher does what?
a. Has the student look the word up in the dictionary
b. Provides the meaning of the word for the student
c. Directs the student’s attention to the morphemes
Executive function is defined by which three main components?
b. Language, literacy, and working memory
c. Emotional intelligence, social skills, and communication skills
d. Cognitive flexibility, inhibitory control, and working memory
How is working memory defined?
a. The ability to hold information in mind while thinking about it—the so-called “mental
sketchpad” or “on-screen memory”
b. Short-term memory
c. Rapid recall of information
Which learning behaviors reveal the learner’s use of executive function?
a. Learning that involves understanding and using multisensory information
b. Learning that involves focusing attention, studying, and retaining information
c. Learning by following the example of another person
d. All of the above
Why might learners who have difficulty with executive function experience lesser motivation
to read?
a. They have few story characters with whom they can identify.
b. They have difficulty with sustaining self-directed action to achieve a future goal.
c. They have insufficient language skills to retell stories.
Which teaching strategies enhance executive function?
a. Visual, auditory, kinesthetic, print-oriented, and interactive experiences
b. Strict stimulus-response teaching paradigms
c. Drill exercises to build storage and recall of information
Which of the following statements about assessment of executive function is not true?
a. Testing may identify difficulties in paying attention, being persistent, and remembering.
b. Testing may identify difficulties with organization, impulse control, and frustration.
c. Testing may identify the presence of a biological, physical, or organic reason for learning
difficulties.
d. Testing may identify some reasons for academic underachievement.
What is difficulty with executive function?
a. A required condition for the diagnosis of dyslexia
b. A required condition for the diagnosis of specific language impairment (SLI)
c. A possible cognitive difference that distinguishes good readers from poor readers
Why is instructional intensity important for learners with executive function difficulties?
a. Intensive instruction is designed to regulate behavioral outbursts.
b. Repeated, consistent, and intensive practice allows learners to learn strategies to retain
information and inhibit forgetting.
c. Intensive instruction is important for learners who may have a tendency to waste time.
