ALTA Test Review for CALT Exam

ALTA Test Review for CALT Exam

36. WRAT: Wide Range Achievement Test: brief achievement test measuring read- ing recognition, spelling, arithmetic computation 37. The Woodcock-Johnson Psycho-Education Battery: an academic achieve- ment and normreferenced test 38. Grade equivalent scores: not a dependable representation of progress 39. An individual Education Plan (IEP) for a student identified with a learning disability does not include: a prescription for a specific intervention (correct) 40. A brief assessment that identifies students who may need additional test- ing or alternative instruction is known as: informal screening 41. The Conner's Rating Scales: used to measure Attention Deficit Hyperactivity Disorder 42. acuity: keenness of thought or vision (zero in on it and see what's going on) 43. Top-Down Theory: led by Kenneth Goodman and Frank Smith **strong meaning-based position **Goodman calls reading a "psycholinguistic guessing game" **rather than read every word, good readers select out on the essential textual information **only focus on individual words/sounds when text does not make sense, and the reader needs to go back and reread **this is Whole Language characteristic 44. Bottom-Up Theory: emphasis on the subprocesses of the reading act and its contention that many of these subprocesses, such as letter and word identification, must become automatic in order for readers to be fluent. (Alphabetic Phonics) 45. Interactive Theory: readers simultaneously initiate word identification and pre- dict meaning----these are reciprocal events 46. analytical approach: whole to part (Top-Down) put the whole word on the board/discover what's the same, how it can be broken down into component parts 47. synthetic approach: part (letters) to whole words (bottom up) 48. Socratic technique: Using carefully planned questions, the student is led to discover the new concept 49. linguistics-based beginning reading approach: Learning to recognize word families (bat, cat, hat, ) 50. Controlled reading and spelling vocabulary are characteristics of: decod- able text, linguistic programs, an MSL program 51. Repeating prior information in a multisensory structured language pro- gram is essential to ensure what: automaticity 52. IMSLEC: International Multisensory Structured Education Council 53. NICHD: National Institute of Child Health and Human Development