CALT Educational Therapy 2 — Questions and Answers
Question 1: Educational therapy differs from tutoring primarily because it:
- Covers more academic subjects
- Addresses underlying cognitive and processing deficits that interfere with learning (Correct answer)
- Costs more per session
- Is only available in private schools
Correct answer: Addresses underlying cognitive and processing deficits that interfere with learning
Educational therapy targets the root cognitive and processing causes of learning difficulties, not just content knowledge gaps.
While tutoring typically focuses on academic content remediation, educational therapy addresses the underlying cognitive, linguistic, and processing factors that cause learning difficulties. For students with dyslexia, this means working on phonological processing, language structure, and executive function. This therapeutic depth distinguishes educational therapy as a specialized professional service.
Question 2: A student referred for dyslexia is most likely to benefit from which type of reading instruction?
- Whole language immersion
- Look-say word memorization
- Structured literacy based on Orton-Gillingham principles (Correct answer)
- Silent sustained reading only
Correct answer: Structured literacy based on Orton-Gillingham principles
Structured literacy based on Orton-Gillingham principles is the evidence-based approach specifically designed for students with dyslexia.
The International Dyslexia Association and the broader reading science community endorse structured literacy rooted in Orton-Gillingham methodology as the most effective approach for students with dyslexia. OG-based instruction is explicit, systematic, sequential, cumulative, and multisensory, directly remediating the phonological processing and decoding weaknesses that characterize dyslexia.
Question 3: Educational therapists working with students with dyslexia often address executive function because:
- Executive function is unrelated to reading
- Dyslexia exclusively affects executive function
- Many students with dyslexia also have weaknesses in working memory and attention that affect learning (Correct answer)
- Executive function training replaces reading instruction
Correct answer: Many students with dyslexia also have weaknesses in working memory and attention that affect learning
Working memory, attention, and organizational skills frequently co-occur with dyslexia and must be addressed for comprehensive learning support.
Executive functions including working memory, cognitive flexibility, and inhibitory control support the learning process by allowing students to hold information in mind and manage distractions. Students with dyslexia frequently experience co-occurring working memory difficulties. Educational therapists may incorporate organizational strategies, memory techniques, and attention support alongside structured literacy instruction.
Question 4: When an educational therapist conducts an intake assessment, the primary goal is to:
- Assign a grade level immediately
- Identify the student's learning profile, strengths, and specific areas of difficulty to guide intervention (Correct answer)
- Determine whether to accept the student
- Complete insurance paperwork
Correct answer: Identify the student's learning profile, strengths, and specific areas of difficulty to guide intervention
Intake assessment creates a comprehensive picture of the student's cognitive, linguistic, and academic profile to inform individualized intervention planning.
An effective intake assessment establishes a comprehensive learning profile including the student's strengths, identified deficits, prior evaluations, and academic history. This information guides the selection of appropriate intervention approaches, sets measurable goals, and establishes a baseline for measuring progress.
Question 5: Which is a key feature of evidence-based educational therapy for dyslexia?
- Random ordering of phonics concepts
- Implicit instruction assuming students will infer patterns
- Explicit, cumulative, and systematic instruction (Correct answer)
- Reliance on context clues for decoding
Correct answer: Explicit, cumulative, and systematic instruction
Evidence-based practice for dyslexia requires explicit teaching, cumulative review, and systematic sequencing from simple to complex patterns.
The research consensus on effective dyslexia intervention specifies that instruction must be explicit, systematic, and cumulative. These principles are codified in IDA's structured literacy framework and are the foundation of all evidence-based educational therapy for students with reading and language-based learning disabilities.
Question 6: Generalization in educational therapy refers to:
- The therapist applying one technique across all students
- The student applying learned skills in new contexts outside the therapy session (Correct answer)
- The student generalizing poor study habits
- Giving students general rather than specific feedback
Correct answer: The student applying learned skills in new contexts outside the therapy session
Generalization means the student can independently use new skills in real-world reading, writing, and academic tasks beyond the therapy setting.
Generalization is the ultimate measure of therapeutic success: the student applies newly acquired skills spontaneously and accurately in contexts outside the therapy session. Educational therapists plan explicitly for generalization by gradually reducing support, varying practice materials, and coordinating with classroom teachers to reinforce skills in naturalistic settings.
CALT Educational Therapy 2
Educational therapy differs from tutoring primarily because it: