All CALT Exam Prep Test Questions with Complete Solutions

McGuffey Readers - Formal reading instruction was based on "phonics" used at the beginning of the 20th Century Dick & Jane ( "Look/Say" Method ) - Thought that children would make more rapid progress reading if they identified whole words at a glance. Used from 1930s - 1960s. Rudolph Flesch - Started the issue of the great debate to the publics attention on how best to teach a child to read. This came about in his book. "Why Johnny Can't Read" (Mid 1950s) NICHD - Began looking at the issue as the deemed the inability to read as a "national health issue" and began to fund research in the area of reading. (1965) "Learning to Read: The Great Debate" Jean Chall - This book caught the attention of professionals and the government that our nation is in a reading crisis. Children are not learning to read since the look and say method came about. (1967) Basal Reading Programs - These programs begin to drive reading instruction. 70% of American Schools bought one or more of the best selling programs. (1960s to mid 80s) Kenneth Goodman and Frank Smith - Developed the Top-Down approach to reading instruction. Believed that reading should be taught through immersion in children's literature . Teaches reading without breaking it down into parts. Whole Language based, emphasis is on guessing at words rather than sounding them out. (1980s) G. Reid Lyon - Became the coordinator of the research for NICHD. (1985) National Reading Panel Report - Produced scientifically based research that demonstrated that approximately 40% of the population "have reading problems severe enough to hinder their enjoyment of reading." (2000) Percentage of students in special ed who can't read - 85% (NICHD) Five critical components of reading instruction - phonemic awareness, phonics, fluency (identifying words accurately and fluently); vocabulary and comprehension strategies (constructing meaning once words are identified) I M F - initial, medial, final Paired equivalent sounds - /ch//j/ /f//v/ /p//b/ /sh//zh/ /t//d/ /k//g/ /s//z/ /th//th/ How are our decks aligned and why?*** - Alignment of multiple responses - according to frequency and reliability of sounds Code marks - breve, macron, dieresis, circumflex, tilde, cedilla, tittle, schwa: (u) in an unaccented syllable = marks in dictionary F.S.S. final stable syllable*** - a non phonetic syllable with occurs frequently in the final position of English words. When is Vr not a combination? - Vr r = Vr merry - when followed by two rr's, except for ur ( hurry), Vr v = Vr fire, very when followed by an e or vowel y intelligence test - identifies intelligence and cognitive strengths and weaknesses. Includes measures of verbal comprehension, perceptual reasoning, working memory and processing speed (WISC-IV); verbal reasoning, quantitative reasoning, abstract/visual reasoning and short-term memory (Stanford-Binet). Examples: Wechsler Intelligence Scale for Children (WISC-IV), Stanford-Binet