Assessing Reading

1
Assessing Reading
Presented By The LRE for LIFE Project
2
http//web.utk.edu/lre4life/

• LRE for LIFE Project Information
• Online Resources Publications
• Services Available for Tennessee Schools
• Staff Listings

Never doubt that a small group of thoughtful,
 committed citizens can change the world...
Indeed it's the only thing that ever has."
--Margaret Meade
Providing technical assistance for restructuring
community schools since 1985.
Location University of Tennessee, Knoxville
College of Education LRE for LIFE "... the LRE
for LIFE Project has provided outstanding
technical assistance and support for teachers and
school systems across the state.  We, at the
Department of Education, are proud of the
commitment and expertise that the LRE for LIFE
Project staff have provided in helping to improve
the quality of education in Tennessee." Joseph
E. Fisher, Executive Director of Education,
Division of Special Education, Tennessee
Department of Education This site is maintained
through the joint sponsorship of the Divisions of
Curriculum and Instruction, Vocational-Technical
Education, and Special Education of the Tennessee
Department of Education . For more information
contact Jennifer R. Butterworth, Ph.D.LRE for
LIFE Project DirectorUT Conference Center
Building, Suite 210, Knoxville, TN
37996-4121(865) 974-2760 jrb_at_utk.edu
3
(No Transcript)
4
Pre-Test

• Find Someone Who can Help You Define the
  following terms
• Phonological Awareness
• Phonemic Awareness
• Phonics
• Reading Fluency
• Comprehension
• Assessment
• Diagnosis

5
Reading
Motivation
Phonological/Phonemic Awareness
Fluency
Comprehension
6
Curriculum Is Meaningful Personally Relevant
Instructional Delivery Engages Students
   Choice/Decision-Making/Control Exploits
Situational Interests

• Reinforcement Procedures
• Easy Instructional Reading Levels

• Humor Fun
• Topics are fun

• Interaction Rapport
• Students talk about reading

• Emphasized and Affirmed Value
• All students are reading

7
Phonological Awareness
ones sensitivity to, or explicit awareness of
the phonological structure of words in ones
language. In short it involves the ability to
notice, think about, or manipulate the individual
sounds in written and spoken words.
8
Phonemic Awareness
the awareness of the sounds (phonemes) that make
up spoken words (Harris Hodges, 1995 p.191).
Phonemic awareness is a specific skills that
involves manipulating sounds in speech (p.113)
9
Phonics
the way of teaching reading and spelling that
stresses symbol-sound relationships, used
especially in beginning instruction (Harris
Hodges, 1995, p. 186).
10
Fluency

• Reading fluency is one of the defining
  characteristics of good readers, and a lack of
  fluency is a common characteristic of poor
  readers. A lack of fluency is also a reliable
  predictor of reading comprehension problem.
  Stanovich, 1991
• So, what exactly is reading fluency?
• Fluent reading comprises three key elements
  accurate reading of connected text at a
  conversational rate with appropriate prosody or
  expression. A fluent reader is also not easily
  distracted and reads in an effortless, flowing
  manner.Snow, Burns, Griffin, 1998

11
Comprehension

• The thinking process and use of strategies that
  focuses on making sense of the text.
• Active learners and readers
• Are metacognitively aware as they process text.
• Possess and employ a wide range of reading and
  learning strategies.

12
AssessmentWhat Is it?
Assessment The act of gathering data in order
to understand an area of concern better

• Diagnosis a broader concept based on multiple
  assessments that entails making judgments about
  the performance and factors that impinge on
  performance.

(Alexander Heathington p. 83, 1988)
13
ROUNDTABLE
1. Each group needs one piece of paper and one
pencil. 2. One member takes the paper and
pencil, write down an idea, thought, etc. to the
problem, question, posed. 3. Pass the paper to
the person sitting sitting on the left. 4. The
paper and pencil continue around the team, with
each member writing one thought, idea, until time
is called.
14

• Each table will need one piece of paper.
• Each person will need a writing instrument.
• Each person will write one assessment and pass
  the paper to the next person.
• The paper continues to rotate until time is
  called.
• What Reading Assessments are you currently using?

15
Interview
Interview
1. Student A interviews Student B
A
B
2. Student B interviews Student A
A
B
3. Student A shares about Student B
B
A
4. Student B shares about Student A
A
B
16
Activity Interview
Pair off into partners. Choose who will be A and
who will be B. Which reading assessment that you
are currently using gives the most information?
What information does it give you? How do you
currently use that information? Be prepared to
share with the whole group.
17
PURPOSE OF THIS WORKSHOP

• Purpose is two-fold
• Introduce a sampling of the reading assessments
  that are being used and to give a quick critique
  based on test construction.
• Share the Projects recommendations on those
  assessments that lend assistance in developing
  instruction for phonological/phonemic awareness,
  fluency, and reading comprehension.

18
Indicators Associated with Assessment

• 1.2 Early emergent readers learn the basic
  concepts of print (left-right tracking, first
  word, last word, longest/shortest word, letters
  sounds, ) as evidenced by valid baseline
  assessment information and periodically updated
• assessment data.

19
Indicators Associated with Assessment

• 1.4 Early emergent readers learn, as evidenced
  through teacher collected running records, the
  3-cuing strategy (MSV) to make sense of simple
  one to two sentence stories.

20
Indicators Associated with Assessment

• 2.2 Teachers gather baseline assessment
  information on each targeted students level of
  phonemic awareness.

21
Indicators Associated with Assessment

• 2.3 Teachers gather baseline assessment
  information on each targeted students level of
  phonological awareness including letter
  identification and ability to read high
  frequency first grade words, proper names,
  product names, and other personally relevant
  words.

22
Indicators Associated with Assessment

• 1.1 Teacher(s) gathers valid baseline assessment
  information and periodically updates assessment
  data/assists students to self assess on student
  use of the variety of comprehension strategies to
  make sense of the written text. Assessments
  include running records for emergent readers,
  observations and notes concerning
  questions/comments students ask/make while
  reading silently, responses to directed questions
  focusing on specific comprehension strategies
  after reading silently, observations of oral
  reading questions/comments, and self
  checklists/ratings.

23
Indicators Associated with Assessment

• 2.2 Teacher(s) gathers valid baseline assessment
  information on each targeted students level of
  phonological awareness (written read),
  including phonemic awareness, where needed, and
  ability to read and spell suggested ___ grade
  high frequency words, including high frequency
  spelling patterns.

24
Activity Baseline Information
Take time to complete/review your baseline
information. Is the outcome or indicator in
place, partially in place or not in place? If the
outcome or indicator is in place go to the next
outcome or indicator. If it is partially in place
or not in place go to the right of the outcomes
and indicator chart and mark if it is a high,
medium or low priority to you personally.
25
Dimensions of Assessments

• Group versus individual tests
• Formal versus informal tests
• Norm-referenced versus criterion-referenced tests
• Screening and diagnostic tests

McKenna Stahl (2003)
26
Formal Tests

• Characteristics
• Have explicit directions that allow very little,
  if any, variation in the administration of the
  test.
• Are scored in a very prescribed manner
• Can be administered in group or individual
  settings.
• Typically have test construction information
• Typically are published

27
Group versus Individual Tests
Group tests are designed to give a group of
students simultaneously. Their main advantage is
that they are very efficient in administration.

• Individual tests are administered individually to
  students.
• Advantages include
• More dependable results than group administered
  tests
• May require or allow oral answers from students,
  which provides the administrator the opportunity
  to monitor/encourage student engagement.
• McKenna and Stahl (2003)

28
MIX AND MATCH
MIX AND MATCH
1. Each student receives a card with a word,
picture, or symbol on it. 2. Students must walk
around the room until they find the person
who has the match to their card, stand
beside their partner once found. 3. Encourage
students to do this without talking. 4.
Students should be given a specific amount of
time to find their partner. When time is called,
students should stop where they are. 5. Have
students switch around cards and play again.

29
Find your partner and share the pros and cons of
the topic you were assigned.
30
Test Construction
31
Question 1 What is the assessment claiming?
32
Question 2 Is this result what you really want?
33
Question 3 How are the authors proving it?
34
Lessons Learned from Statistics Principles of
Test Construction.
35
Norms of Sample
Two Critical Factors

• Representative
• A. Characteristics
• B. Proportions
• 2. Number in Sample

36
Normal Curve
-25
-15
15
25
X
Percentile 2 16 50 84
98 Z-Score -2.0 -1.0 0 1.0
2.0 T-Score 30 40 50 60
70 IQ (S16) 68 84 100 116
132 Stanine 1 2 3 4 5 6 7
8 9
37
Validity
The extent to which an Assessment/program
measures a trait or characteristic which its
authors(s) or users claim it measures.
38
Content Validity
How test items relate to the domain tested and
how these interact with methods of measurement.

• Affected by
• appropriateness of the items included in the test
• completeness of the items sampled
• ways(s) in which items assess the content

39
Criterion-Related Validity
Refers to the extent to which a persons score on
a criterion measure can be estimated from that
persons test score. Expressed as correlation
between test and criterion. (rvalidity
coefficient) Criterion must be valid in itself.
A. Standard B. Teacher judgment C. Another
test with proven validity
40

• Concurrent
• Predictive

41
Concurrent Validity
Refers to how accurately a persons test score or
performance measure can be used to estimate that
persons test score or performance on a criterion
measure.
42
Predictive Validity
Refers to the extent to which a persons test
score or performance measure accurately estimates
that persons score on a criterion measure when
administered some time in the future.
43
Construct Validity
Refers to the extent to which a test result
conforms to real-world applications (e.g.,
reading achievement test results and placement in
advanced reading and visa versa)
44
Reliability
Refers to the extent to which we can generalize
test results

• Interscorer/Interrater
• Stability/Test-Retest
• Alternate Forms
• Internal Consistency

45
Factors Affecting Reliability
1. Test length 2. Test/retest interval 3.
Guessing 4. Variation within test situation
46
Formal Tests Reviewed

• Dynamic Indicators of Early Literacy Skills
  (DIBELS) Publisher CBM Network, School
  Psychology Program, College of Education,
  University of Oregon
• Brigance Comprehensive Inventory of Basic
  Skills Publisher Curriculum Associates
• Woodcock Reading Mastery Publisher American
  Guidance Service
• Gates-MacGinitie Reading Test
• Publisher Riverside Publishing Company
• Comprehensive Test of Phonological Processing
  (CTOPP) Publisher American Guidance Service
• National Assessment of Educational Progress
  (NAEP) Publisher U. S. Department of Education,
  National Education Statistics
• STAR Publisher Renaissance Learning

47
Dynamic Indicators of Basic Early Literacy Skills
(DIBELS)

• A set of formal, standardized, individually
  administered measures of early literacy
  development.
• Criterion Referenced
• Purpose (for K-3 measures)
• They are designed to be short (one minute)
  fluency measures of early literacy development of
  phonological awareness, alphabet understanding,
  and automaticity and fluency with the code.
• Measures include Initial Sound Fluency (ISF),
  Phoneme Segmentation Fluency (PSF), Nonsense Word
  Fluency (NWF), Short Story Fluency, and Short
  Story Retell.

48
Dynamic Indicators of Basic Early Literacy Skills
(DIBELS)

• Developed by a federal grant, thus use of
  materials and website is free.
• Claims administration is easy and time-efficient.
  
• Can be used to track an individual or an entire
  class over time.
• Requires expertise and training specified in the
  technical manual.
• Used in 8293 schools, 2582 districts, 49 states
  Canada, 1.7 million students in the 2004-2005
  school year.

49
DIBELS

• Can be used to assess progress over time, since
  they can be given at different points in the
  school year.
• Begin in kindergarten and progress to third grade
• DIBELS uses the word fluency to mean proficiency

50
Assessing Phonological Awareness DIBELS
Initial Sound Fluency (ISF)

• Assesses a childs ability to recognize and
  produce the initial sound in an orally presented
  word.
• Four pictures are presented and named to the
  child. Then the child is asked to point to or say
  the picture that begins with a sound orally
  presented by the examiner.
• Has over 20 alternate forms.
• Alternate form reliability r .72
• When repeated four times r .91
• Concurrent reliability with Woodcock Johnson r
  .36
• Is intended to be used in kindergarten
• Good et al., (2002)

51
Assessing Phonological Awareness DIBELS
Phoneme Segmentation Fluency (PSF)

• Assesses a students ability to segment three or
  four phoneme words into their individual phonemes
  fluently.
• Has been found to be a good predictor of later
  reading achievement and is intended to be used
  from the winter of kindergarten to the middle of
  first grade. (Kaminski Good, 1996).
• Reliability
• Two-week, alternate form reliability r .88
• One-month, alternate form reliability r
  .79
• Concurrent validity in spring of kindergarten
  with Woodcock Johnson is .54
• Good et al., (2002)

52
DIBELS Phoneme Segmentation Fluency (PSF)

• Predictive validity in winter of first grade with
  Woodcock Johnson is .68 in the third grade.
• Children who produce 35-45 segments per minute
  are considered to have adequate phonological
  awareness.
• To administer PSF, the teacher says the word, and
  the student scores one point for each of the
  phonemes he/she says. The number of correct
  phonemes produced in one minute determines the
  final score.
• Good et al., (2002)

53
DIBELSPhonemic Segmentation Fluency
view /v/ /y/ /oo/ ____/ 3 let /l/
/e/ /t/ ____/ 3 watch /w/ /o/ /ch/
____/ 3 buy /b/ /ie/ ____/ 2 wood
/w/ /uu/ /d/ ____/ 3 four /f/ /or/
____/ 2
54
DIBELS Nonsense Word Fluency (NWF)

• Test of alphabetic principle including
  letter-sound correspondence and the ability to
  blend letters into words in which letters
  represent their most common sounds.
• Students who produce 40-60 letter sounds on this
  measure are demonstrating sufficient phonological
  awareness skill to be considered on a successful
  reading trajectory

55
DIBELS Nonsense Word Fluency (NWF)

• One-month, alternate-form reliability in January
  of 1st grade r .83
• Concurrent validity with Woodcock Johnson is .35
  in January and .59 in February of first grade
• Predictive validity with Woodcock Johnson is .66
• Good et al., (2002)

56
DIBELS

• Purpose (for K-3 measures)
• They are designed to be short (one minute)
  fluency measures of early literacy development of
  phonological awareness, alphabet understanding,
  and automaticity and fluency with the code.
• Measures include Initial Sound Fluency (ISF),
  Phoneme Segmentation Fluency (PSF), and Nonsense
  Word Fluency (NWF)

57
DIBELS

• Testing Demonstration
• Now you try

58
Brigance Comprehensive Inventory of Basic Skills
(CIBS R)

• The Brigance is a standardized individually
  administered formal, criterion referenced
  assessment.
• Purpose
• To define the range of students performance
  across grade, race, and socioeconomic variables,
  and to generate a range of standard scores.

59
Brigance (CIBS R)

• Published in 1998
• Normed on 1,121 students a crossed the United
  States.
• 95 of the students in the norming sample were
  receiving special education services.
• From raw scores percentile and grade equivalent
  scores can be determined.
• The range on test retest reliability is from .78
  to .99
• The higher grades have higher correlation than
  below third grade. (for reading)

60
Brigance (CIBS R)

• Validity
• Content Validity Based on authors extensive
  reading of developmental and readiness
  literature.
• Concurrent Validity The Brigance, Peabody
  Individual Achievement Test (PIAT) and the Wide
  Range Achievement Test (WRAT) were give to 343
  students with p

61
Brigance (CIBS R)Published in 1998

• First Sixth Grade List of Assessments and
  Sub-tests
• Basic Reading Composite
• Word Recognition
• Word Analysis Survey
• Reading Comprehension Composite
• Reading Vocabulary Comprehension Grade Placement
  Test
• Comprehension Passage - Retelling
• Written Expression Composite
• Spelling Grade Placement Test
• Sentence-Writing Grade-Placement Test
• Listening Comprehension Indicator
• Listening Vocabulary Comprehension
  Grade-Placement Test

62
Brigance (CIBS R)

• Purpose
• To define the range of students performance
  across grade, race, and socioeconomic variables,
  and to generate a range of standard scores.

63
LINE-UP
1. Teacher presents topic (birthday, abc
order) 2. Each end of room should be designated
according to topic (Jan.-Dec.,
A-Z). 3. Students find where they fit and
line-up. 4. Teacher checks the line for
accuracy.
64
Line up in alphabetical order by first names.
Starting with A at one end and Z at the other
end. Pair off with the person next to you in line
and find a seat next to each other. Answer the
following questions.
65
Brigance (CIBS-R) DIBELS

• What is the assessment claiming?
• Is this result what you really want?
• How are the authors proving it?

66
Woodcock Reading Mastery

• The Woodcock Reading Mastery is a formal,
  individually administered, norm-referenced
  assessment.
• Purpose Designed to assess development of
  readiness skills, basic reading skills, and
  reading comprehension skills for students from
  kindergarten through twelfth grade. Also used in
  clinical assessment and diagnosis, planning of
  programs, and research.

Wow!
67
Woodcock Reading Mastery

• Published in 1973, revised in 1987
• Provides percentile and grade equivalent scores
• Normed on 4,201 students Kindergarten to twelfth
  grade.
• Reliabilities were calculated using split-half
  procedures. Raw scores on the odd and even
  items were used in the split-half coefficients
  calculations.
• There is a range of r .99 through .73.
• Validity? The publisher stated that its scores
  were highly correlated to the Iowa Achievement
  Test.

68
Woodcock Reading MasteryList of Assessments and
Subtests

• Visual-Auditory Learning Oral Response (Form G
  Only)
• Letter Identication Upper and Lower Case (Form
  G Only)
• Total Reading Cluster
• Word Identification
• Word Attack
• Word Comprehension
• Antonyms
• Synonyms
• Analogies

69
Woodcock Reading MasteryList of Assessments and
Subtests (contd.)

• Passage Comprehension
• Readiness Cluster (Form G Only)
• Beginning Sound
• Sound Recognition
• Sound Analysis
• Sound Blends
• Sound Symbol association
• Picture Vocabulary
• Basic Skills Cluster
• Reading Comprehension Cluster
• Total Reading Short Scale

70
Woodcock Reading Mastery

• Purpose Designed to assess development of
  readiness skills, basic reading skills, and
  reading comprehension skills for students from
  kindergarten through twelfth grade. Also used in
  clinical assessment and diagnosis, planning of
  programs, and research.

71
Gates MacGinite Reading Test

• A formal, group administered, norm-referenced
  test of reading achievement standardized in
  1976-1977.
• Purpose
• Assesses vocabulary and comprehension for school
  systems to use to evaluate the effectiveness of
  their reading programs
• Designed to test vocabulary and comprehension
  (with literal and inferential questions).
• Claims that it is not valid to base instructional
  planning on this assessment.

72
Gates- McGinite Reading Tests 2nd Edition

• Norming sample based on the 1970 US Census. 86
  school districts across the US were used based on
  4 variables geography, enrollment size, family
  income, and years of schooling completed by the
  adult population. Representative proportions of
  black and Hispanic students were included.
  Parochial schools were included. Special
  education populations were not included. 16,000
  students included in the norming sample

73
Gates- McGinite Reading Tests 2nd Edition

• Tests items were based on 16 reading series most
  commonly used in the early 1970s. (They were not
  IDd.)
• Have grade level tests for k-9.
• Multiple choice format
• Provide percentile, stanines, and grade level
  equivalents from the raw scores.

74
Gates- McGinite Reading Tests 2nd Edition

• Test-Retest Reliability Used the
  Kuder-Richardson Formula 20 reliability
  coefficients for each test level.
• Range for vocabulary . 90-.95
• Range for comprehension . 88 - .94
• Claims good correlation with other achievement
  tests and tests of minimal competency.
• Validity measures could not be found on the Gates
  MacGinite Reading Test.

75
Gates MacGinite Reading Test

• Purpose
• Assesses vocabulary and comprehension for school
  systems to use to evaluate the effectiveness of
  their reading programs
• Designed to test vocabulary and comprehension
  (with literal and inferential questions).
• Claims that it is not valid to base instructional
  planning on this assessment.

76
Numbered Heads Together
1. STUDENTS OFF
2. TEACHER POSES ?
3. HEADS TOGETHER
4. TEACHER CALLS A
77
At your table number off and answer the following
assessment questions about the Woodcock Reading
Mastery Gates MacGinite Reading Test.
What is the assessment claiming? Is this result
what you really want? How are the authors proving
it?
78
Comprehension Test of Phonological Processing
(CTOPP)

• A formal, individually administered, norm and
  criterion referenced assessment.
• Purpose
• To identify individuals who may have a deficit in
  phonological processing determining strengths
  and weaknesses in the students phonological
  processing.

79
Comprehensive Test of Phonological Processing

• CTOPP was normed on 1,656 persons in 30 states.
• CTOPP was published in 1999.
• CTOPP reveals six types of scores raw score, age
  and grade equivalents, percentiles, standard
  scores and composite scores.
• The CTOPP claims reliability is strong in all 69
  coefficients that relate to the composite scores
  r .80
• The test-retest reliability range from 94 - 70
• Inter-rater reliability all exceeded .95
• Many measures of validity have been obtained
• Content validity
• Function analysis
• Item response theory
• Criterion-Prediction
• Construct-Identification

80
CTOPP

• Subtests
• Elision dropping sounds from words
• Blending Words combining sounds to form words
• Sound Matching matching sounds that is present
  in three other words
• Memory for Digits repeats a series of numbers
• Nonword Repetition repeat nonsense words that
  range from 3-15 sounds
• Rapid Color Naming rapidly name the colors
  correctly when presented on the Picture Book

81
CTOPP Subtests contd.

• Blending Name combine sounds to form non words
• Segmenting Words separate sounds that make up a
  word is tested
• Rapid Object Naming rapidly name objects
  presented to them in the Picture Book
• Segmenting Nonwords separate sounds that make
  up a nonsense word.
• Phoneme Reversal form words by changing the
  order of the nonsense word that is presented to
  them

82
Comprehension Test of Phonological Processing
(CTOPP)

• In Conclusion
• What is the assessment claiming?
• How are the authors proving it?
• Purpose
• To identify individuals who may have a deficit in
  phonological processing determining strengths
  and weaknesses in the students phonological
  processing.

83
National Assessment of Education Progress (NAEP)
Purpose to assess the growth in reading
achievement over time. A formal,
norm-referenced test that is group administered.
Most Test items are in a multiple choice or short
answer format (called constructed response
items). Scores are reported on a scale of 0 to
500. Does not report individual student or
individual school scores, but minority scores can
be disaggregated. States that participate can
compare their scores to other states and to
national averages.
84
NAEP

• In 2003, NAEP administered the reading assessment
  to approximately 343,000 students in grade 4 and
  8 throughout the nation. The sample assessed
  students in 7,143 schools in grade 4 and 5,714 at
  grade 8 across the nation.
• Some factors used to determine the sample
  population
• Type of community (e.g. large central city,
  rural)
• Minority status (Students determined with limited
  English proficiency student with IEPs (a)
  determined incapable of participating or (b)
  who required an accommodation not allowed were
  not included.)
• Household income
• Metropolitan area status
• Public schools, private schools (including
  religious schools, Dept. of Defense schools, and
  Bureau of Indian Affairs schools were included.
  SPED schools were not included.

85
NAEP

• In Tennessee 926 schools participated (including
  public and private schools) with 71,198 students
  taking the test.
• Originally developed by the US Department of
  Education in 1964
• Researchers must obtain a license to get most
  test construction information on reliability and
  validity

86
NAEP a little more on constructed responses

• Inter-rater Reliability Ranges on constructed
  responses for the reading assessment

87
NAEP oral reading study with the NAEP Fluency
Scale

• The purpose of the NAEP Fluency Scale is to
  provide a holistic way of assessing fluency.
• Given to 4th graders as part of the 1992 NAEP
• Researchers found a correlation between rubric
  ratings and student performance on the NAEP
  silent comprehension test. On average, students
  who scored highest on the comprehension test,
  also scored highest on the rubric (levels 3 4),
  while those who scored lowest on the
  comprehension test, also scored lowest on the
  rubric (levels 1 2).
• Rasinski, The Fluent Reader (2003)

88
National Assessment of Education Progress (NAEP)
4 point fluency scale used in a NAEP oral reading
study given to 4th graders as part of the 1992
NAEP
U.S. Department of Education, National Education
Statistics (1995, p. 15)
89
From U. S. Department of Education, National
Center for Educational Statistics (1995, p. 44).
90
NAEP

• In Conclusion
• What is the assessment claming?
• How are the authors proving it?
• Purpose to assess the growth in reading
  achievement over time.

91
STAR

• A formal, individually administered,
  criterion-referenced assessment.
• Purpose
• Designed to help teachers with planning
  instruction and monitoring reading progress of
  students

92
STAR Test

• Computer-administrered
• Developed to assess students pre-kindergarten
  through 3rd grade, but goes up to the 12th grade
  reading level.
• Monitors reading progress over time as per
  reading levels.
• Reading levels are based on Fleshman-Kincaid
  readability formula.

93
STAR Test

• Concurrent Validity
• Brigance
• K N 21 r .64
• 1st N 19 r .61
• Gates-MacGinitie 4th grade
• Fall N59 r .60
• Spring N18 r .74
• TerraNova
• 1st N 6 r .95
• 2nd N 68 r .64
• 3rd N 68 r .62

94
STAR Test

• Reliability
• The test retest reliability was used to determine
  items in the STAR Early Literacy item bank.
• The test-retest score data was available for over
  14,000 students.
• The correlation between initial scores and the
  scores on the retest was 0.87.

95
STAR

• In Conclusion
• What is the assessment claiming?
• How are the authors proving it?
• Purpose
• Designed to help teachers with planning
  instruction and monitoring reading progress of
  students

96
Timed-Pair-Share
1. Find Your Winter Partner. 2.
Within pairs, designate an A and a B. 3. Pose a
question/problem. 4. Think time. 5. As
speak, Bs listen. 6. Gambits Thank you for
listening. Thank you for sharing. 7.
Reverse, Bs speak, As listen. 8. Gambits
97
Answer the following questions about the CTOPP,
NAEP, and the STAR assessments.
What is the assessment claiming? Is this result
what you really want? How are the authors proving
it?
98
Informal Tests

• Characteristics
• Teacher decisions play a major part in the tests.
  Teachers may modify how the test is given.
  Teachers may determine how to interpret the
  results.
• Maybe Screening or Diagnostic
• Purpose
• Identify good reader behavior, determining
  reading level and noting student progress.

99
Questions to Consider for informal assessments
100
Question 1 What is the assessment claiming?
101
Question 2 Is this result what you really want?
102
Question 3 What was it based on?
103
Screening tests
Are used to identify areas that need further
more in depth assessments. Typically they are
administered individually, are brief and fairly
general. The results indicate whether or not
diagnostic testing needs to be administered.
McKenna and Stahl (2003)
104
Diagnostic tests

• Provide specific enough information
• to plan instruction for a student.
• Diagnostic tests may test multiple
• dimensions which are often
• represented by various sub-tests
• or require a variety of tasks by the
• student. Tests designed to determine
• whether or not a student has mastered a
• specific objective are also diagnostic tests.
  
• McKenna and Stahl (2003)

105
Informal Assessments Reviewed

• Word List Assessments
  
  Fry Sight-Word Inventory by Fry Publisher
  Guilford Press. Cunningham High Frequency Words
  by Cunningham Publisher Carson-Dellosa. Dolch
  Sight Word List by Dolch Publisher Guilford
  Press. High Frequency Spelling Patterns by
  Cunningham Publisher Carson-Dellosa. Ohio Word
  List by Pinnell, Lyons, Young Deford Publisher
  Carson-Dellosa.
• QRI-3 by Leslie Caldwell Publisher Longman
• DRA by Beaver Carter Publisher Celebration
  Press
• Assessment Interventions for Struggling Readers
  Strategies by Loman Publisher Carson-Dellosa
• Multidimensional Fluency Scale by Zutell
  Rasinski Publisher Scholastic Professional Books
• Observation Survey by Clay Publisher Heinemann

106
Word List Assessments

• Lots of options all measuring the same type of
  information
• Students should be given 1-3 seconds to respond
• The ability to identify words out of context
  quickly is a characteristic of a good reader
• Words are chosen based on
• materials students have access
• to (High Frequency Words).
• Total number of words correct
• Leveling system

107

• Fry sight-word inventory
• (McKenna p. 131)

• High Frequency Spelling Patterns
• (Phonics They Use, Cunningham p.94)

• Cunningham High Frequency Words
• (Teachers Guide to the Four Blocks, Cunningham
  p.131-135)

• Ohio Word Test
• (Loman p.27)

• Dolch Words
• (McKenna p. 137)

• QRI-3
• (Leslie p. 112-120)

108
J I G S A W

• ASSIGN TOPICS
• EXPERTS CONSULT
• CREATE PRACTICE
• TEACHING PLAN
• RETURN AND SHARE
• WORK ON TEAM WORKSHEET
• INDIVIDUAL QUIZ
• RECOGNITION

109
Find Your Summer Partner. Give the assessment
your group was assigned to each other and list
the pros and cons for the assessment you
gave. Go back to the group table and share about
the assessment.
110
Fry Sight-Word Inventory

• Published in 1980

• First 100 Words List

• Second 100 Words List

• Third 100 Words List

300 Words Total Assessed
111
High Frequency Spelling Patterns

• With 37 key spelling patterns students can read
  and spell over 500 words (Wylie Durrell, 1970).
• ack ame at ell ight ink op ump
  an ate est ill ip ore unk ain
  ank aw ice in it ot ake ap ay
  ide ine ock uck ale ash eat ick
  ing oke ug

112
Cunningham High Frequency Words

• Four Block Framework Developed in 1989

• Published in 1991

• Modified in 1995

113
Cunningham High Frequency Words

• Cunninghams word list are set up into 1st, 2nd
  and 3rd grade word list.

• 110 words on the 1st Grade List.

• 124 words on the 2nd Grade List.

• 130 words on the 3rd Grade List.

343 Total Words Assessed
114
Ohio Word Test

• Constructed in 1987

• Modeled after the Ready to Read Word Test
• - List of 15 words systematically sampled from
  the 45 most frequently occurring words in the 12
  little books of the Ready to Read reading
  series (1963)

• Words were taken from the Dolch Word List
• - Published in 1948
• - Composed of 220 words, excluding nouns that
  were used in beginning reading programs in the
  1940s

115
Ohio Word Test
Loman page 28
116
Dolch Words

• Published in 1948
• Composed of 220 words, excluding nouns that were
  used in beginning reading programs in the 1940s

117
Dolch Words

• 40 Words on the Preprimer Word List
• 51 Words on the Primer Word List
• 41 Words on the 1st Grade Word List
• 46 Words on the 2nd Grade Word List
• 41 Words on the 3rd Grade Word List
• 129 Total Words Assessed

118
QRI-3
QRI Published in 1985
QRI-3 Published in 2001
Informal Reading inventory
Provides a quantitative score
Contains narrative and expository passages
119
QRI-3

• Word Frequency was estimated from the Standard
  Frequency Index in the Carroll, Davies, and
  Richman Word Frequency Book (1971)

120
QRI-3

• Word List

• Reading Passage

Assessing Prior Knowledge - Conceptual-Questions
- Predictions
Recording Oral Reading Miscues/ Running Record
Questions - Explicit -Implicit
Retelling
121
Go back to your expert groups and answer the
following questions.
What is the assessment claiming? Is this result
what you really want? How are the authors proving
it?
122
QRI-3

• Word List

• Reading Passage

Assessing Prior Knowledge - Conceptual-Questions
- Predictions
Recording Oral Reading Miscues/ Running Record
Questions - Explicit -Implicit
Retelling
123
Developmental Reading Assessment (DRA) By Joetta
Beaver
1. Informal assessment with the purpose of being
used to make decisions that drive
instruction 2. The K-3 DRA was originally
developed in 1986 and field tested with primary
teachers in one school district. The DRA was
field tested again in 1996 by 84 teachers from
different regions of the US and Canada with
revisions to the observation forms and the texts
used. In 2000, alternative texts and observation
forms for each of the 20 benchmark levels were
developed and field tested for the k-3 DRA. The
author plans to update and revise the DRA
periodically. 3. The 4-8 DRA has gone through
the same original field testing in 2000 by middle
school teachers in Ohio. It is currently in the
process of being field tested in different
regions of the country.
124
DRA (contd.)

• 4. Factors considered for level of difficulty
• - Repetitive language
• - Story structures, such as repeating episodes
  and features such as description of setting and
  characters and character development
• - Story appeal, vocabulary, concepts and
  interests of the majority of students
• - Text layout font size,
• placement of text, lines per page,
• words in the text
• - Picture support
• 5. Level of text difficulty are
• delineated on a scale from A 44

125
DRA (contd.)

• There are two tests K-3, and 4-8 The assessment
  uses running records as described by Marie Clay
  or records of oral reading
• To record and analyze reading behaviors observed
  by the teacher.
• Assessment includes prescriptive use of
  comprehension strategies.

126
DRARevised in 2001
127
Assessment Interventions for Struggling
ReadersStrategies Karen Loman
Print Concepts
Phonemic Awareness
Letters and Letter Sounds
Ohio Word Test
Running Records
128
Loman page 12
129
Loman page 13
130
Loman page 18
131
Loman page 19
132
Loman page 20
133
Loman page 23
134
Observation SurveyMarie Clay (1993)

• Going from Phonemic Awareness to letter-sound
  Relationships (Dictation)
• Letters and Letter sounds
• Concepts About Print
• Running Records

135
Going from phonemic awareness to letter-sound
relationships

• Dictation is scored by counting the students
  representation of the sounds (phonemes) by
  letters (graphemes). It calls upon the writer to
  listen to the sounds in sequence and to find
  letters to represent those sounds.

The child is given credit for every sound
(phoneme) that he writes correctly, even though
the whole word may not be correctly spelled. The
scores give some indication of the childs
ability to analyze the word he/she hears or says
and to find a way of recording in letters the
sounds that he/she can hear. Use an alternative
form for retesting children.
136
Going from phonemic awareness to letter-sound
relationships

• Alternative Sentences for Dictation
• Form A
• I h a v e a b i g d o g a t h o m e.
• 1 2 3 4 5 6 7 8 9 10 11 1213
  14 15 16
• T o d a y I a m g o i n g t o t a
  k e h i m t o s c h o o l.
• 17181920 21 22 23 24252627
  28 29 30 313233 34 35
  36 37
• ____/16 words attempted
• ____/16 words correct
• ____/37 sounds correct

137

• A F K P W Z
• B H O J U
• C Y L Q M
• D N S X I
• E G R V T
• a f k p w z
• b h o j u a
• c y l q m
• d n s x i
• e g r v t g

Letters Sounds
Clay, 45
138
Total number
Clay, 46
139

Clay, 52
140
(No Transcript)
141
(No Transcript)
142
Shall I make a hill with a coconut tree and a
house for me and a yelolw star-fish?
143
(No Transcript)
144
Find your partner and give the assessment on your
card. Make a list of pros and cons of the
assessment that you gave and answer the following
questions about your assessment. Share with the
group. What is the assessment claiming? Is this
result what you really want? How are the authors
proving it?
145
Fluency Assessment

• The National Research Council recommended that
  reading fluency be regularly assessed in the
  classroom and effective instruction be provided
  when dysfluent reading is detected.
• Snow, Burns, Griffin, 1998
• Teachers who are concerned about meeting the
  needs of all students in their classrooms should
  consider whether they know who their dysfluent
  readers are and what types of instruction they
  plan to provide for those readers.
• Hudson, Lane, Pullen, 2005

146
Fluency Assessment

• Where to start
• Teachers need to listen to their students read
  aloud to make judgments about their progress in
  reading fluency.
• Teachers observing students oral reading fluency
  should consider each critical aspect of fluent
  reading word-reading accuracy, rate, and
  prosody.
• Zutell Rasinski, 1991

147
Fluency Assessment

• Assessing Accuracy
• Some easy ways to assess accuracy including
• Simply listening to oral reading and counting the
  number of errors per 100 words
• Running records and miscue analysis

Running records and miscue analysis provide
detailed information about students accuracy.
Through careful examination of error patterns, a
teacher can determine which strategies the
student is using and which strategies the student
is failing to use. For example, observation of a
students attempt to figure out an unknown word
might yield evidence of phonemic blending,
guessing based on context, or a combination of
decoding and contextual analysis. These
observations can provide information for further
instruction to improve word-reading accuracy.
148
Fluency Assessment

• Assessing Rate
• Contextual reading rather than reading words in a
  list (Jenkins, Fuchs, vanden Broek, Espin Deno,
  2003) and oral reading rather than silent reading
  (Fuchs, Fuchs, Eaton, Hamlet, 2000) were both
  found to be the best measures of reading rate.

149
Fluency Assessment

• Assessing Rate
• Measuring reading rate should encompass
  consideration of both word-reading automaticity
  and reading speed in connected text.
• Assessment of automaticity can include tests of
  sight-word knowledge or tests of decoding rate.

150
Fluency Assessment

• Assessing Rate
• Tests of decoding rate often consist of rapid
  decoding of nonwords. Measurement of nonword
  reading rate ensures that the construct being
  assessed is the students ability to
  automatically decode words using sound-symbol
  knowledge.

151
Fluency Assessment

• Assessing Rate
• Measurement of reading speed is most typically
  accomplished through timed readings. Timings of
  a students reading of connected text allows a
  teacher to observe the number of words read
  correctly and the number of errors made in a
  given time period. Data from timed readings are
  usually recorded on a timing chart.

152
Fluency Assessment

• Assessing Rate

Student _____________ Tutor _______________ Goal
_______________ Week of
_______ _______ _______
_______
Gregory
Miss Phillips
8/15
8/22
100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 2
0 15 10 5 0
Title and Level Zoo in Willys Bed
(10) Staying with Grandma Norma (12)
153
Fluency Assessment

• Assessing Rate
• Timed readings are done using books or passages
  the student has read before that are at an
  independent reading level, or a level the student
  can read with 95 accuracy or above.
• There are ten steps to follow when conducting
  timed readings.

154
Fluency Assessment

• Assessing Rate-Timed Readings
• Record a baseline rate on a new passage by having
  the student read the passage without knowing that
  he or she is being timed. The number of words
  read correctly for that minute are recorded as
  the baseline.
• 2. Note the errors as the student reads. After
  the reading, discuss any errors and work on them
  by rereading the parts that were difficult or by
  doing word-study activities.

155
Fluency Assessment

• Assessing Rate-Timed Readings
• Set a goal for the next reading by asking the
  student to read five or six more words, or maybe
  another line. The goal should be a reasonable
  one that can be attained within the next few
  attempts. If the student made three or more
  errors in the first attempt, the goal my be to
  decrease the errors and keep the correct word per
  minute (CWPM) the same.
• Record the goal on the graph with a highlighter.
• Time the student again for one minute and record
  the CWPM and errors.

156
Fluency Assessment

• Assessing Rate-Timed Readings
• Discuss the errors set another goal and repeat
  the process.
• Timings should be done at least three times per
  week in order to build consistency.
• When the student levels off and is no longer
  increasing the CWPM, it is time to select a
  new passage.

157
Fluency Assessment

• Assessing Rate-Timed Readings
• Select a new passage and begin the process again
  by taking baseline reading.
• Once the students become familiar with the
  procedures involved in timed reading, they can
  record their own progress on the timing chart,
  record an audio-tape of their won oral reading
  and chart their progress, or work in pairs to
  listen and record the reading rate and accuracy
  of their peers.

158
Fluency Assessment

• Assessing Prosody
• A students reading prosody can be measured only
  through observation of an oral reading of a
  connected text. During the reading of a passage,
  a teacher can listen to the students inflection,
  expression, and phrase boundaries. There is a
  simple checklist to help teachers evaluate
  student prosody.

159
Fluency Assessment

• Assessing Prosody-A teachers checklist
• Students placed vocal emphasis on appropriate
  words.
• Students voice tone rose and fell at appropriate
  points in the text.
• Students inflection reflected the punctuation in
  the text.
• In narrative text with dialogue, student used
  appropriate vocal tone to represent characters
  mental states such as excitement, sadness, fear
  or confidence.

160
Fluency Assessment

• Assessing Prosody-A teachers checklist
• 5.Students used punctuation to pause
  appropriately at phrase boundaries.
• 6. Student used prepositional phrases to pause
  appropriately at phrase boundaries.
• Student used subject-verb divisions to pause
  appropriately at phrase boundaries.
• Student used conjunctions to pause appropriately
  at phrase boundaries.

161
Fluency Assessment

• Fluency Guidelines for Teachers
• The following are reasonable expectations for
  improvement among average, poor, and disable
  readers
• First grade 2-3 words per week increase in
  Correct Words Per Minute (CWPM)
• Second grade 2.5-3.5 words per week increase in
  CWPM
• Third grade 1-3 words per week increase in CWPM
• Fourth grade .85-1.5 words per
  week increase in CWPM

162
Fluency Assessment

• Fluency Guidelines for Teachers
• Recommended reading fluency rates in connected
  text

163
Multidimensional Fluency Scale

• The purpose of this assessment is to rate reader
  fluency in 4 areas accuracy, phrasing,
  smoothness, pace.

It is an informal assessment that is administered
individually to students. Students are given
passages at or below grade level, record the
reading, and later compare the reading to the
rubrics descriptors.
Scores range from 4 to 16. Scores of 9 and above
indicate fluency has been achieved for the grade
level of the passage read.
Scores below 8 indicate that fluency may be a
concern.
Rasinski, The Fluent Reader (2003)
164
Multidimensional Fluency Scale

• Accuracy
• 1. Word recognitions accuracy is poor generally
  below 85. Reader clearly struggles in decoding
  words. Makes multiple decoding attempts for many
  words, usually without success.
• 2. Word recognition accuracy is marginal
  86-90. Reader struggles on many words. Many
  unsuccessful attempts at self-correction.
• 3. Word recognition accuracy is good 91-95.
  Self-corrects successfully.
• 4. Word recognition accuracy is excellent 96.
  Self-corrections are few but successful as nearly
  all words are read correctly on initial attempt.
• Zutell Rasinski (1991)

165
Multidimensional Fluency Scale

• Phrasing
• 1. Monotonic, with little since of phrase
  boundaries, frequent word-by-word reading
  usually exhibits improper stress and intonation
  that fail to mark ends of sentences and clauses.
• 2. Frequent two- and three- word phrases giving
  the impression of choppy reading lacks
  appropriate stress and intonation that mark ends
  of sentences and clauses.
• 3. Mixture or run-ons, mid-sentence pauses for
  breath, and possibly some choppiness reasonable
  stress and intonation.
• 4. Generally well phrased mostly in phrase,
  clause, and sentence units with adequate
  attention to expression.

Zutell Rasinski (1991)
166
Multidimensional Fluency Scale

• Pace (during sections of minimal disruption)
• 1. Slow and Laborious
• 2. Moderately slow (or overly
• inappropriately fast)
• 3. Uneven mixture of fast and slow
• reading
• 4. Consistently conversational and appropriate
• Zutell Rasinski (1991)

167
Multidimensional Fluency Scale

• Smoothness
• 1. Frequent extended pauses, hesitations,
• false starts, sound-outs, repetitions, and/or
• multiple attempts.
• 2. Several rough spots in text where extended
• pauses, hesitations, etc. are more frequent and
• disruptive.
• 3. Occasional breaks in smoothness caused by
  difficulties
• with specific words and/or structures.
• 4. Generally smooth reading with minimal breaks,
  but word and structure difficulties are resolved
  quickly, usually through self-correction.
• Zutell Rasinski (1991)

168
Running Records
169
CONVENTIONS FOR RUNNING RECORDS
Accurate reading Substitution Repetition
(R) Self-correction (SC) Omission
went (child) want (text)
170
CONVENTIONS FOR RUNNING RECORDS (Contd.)
Insertion Told (T) Appeal (A) TTA
Try that again
TTA
Substitution of proper names - error only 1st
time Pronunciation errors - not counted as
errors Sentence/line omission - count each word
as error
171
Complete the running records. Find Your Spring
Partner and compare your results.
172
Recommended Assessments for Phonological
Awareness

• Word List - Cunningham

High Frequency Spelling Patterns Cunningham
Concepts About Print (Clay or Loman)
Observation Survey
DIBELS
Comprehensive Test of Phonological Processing
(CTOPP)
Assessment Interventions for Struggling
Readers Strategies
173
Fluency
The ability to read accurately, readily, with
expression, AND with comprehension.
174
FLUENCY
The Missing Link between Decoding and True
Reading Comprehension
175
(No Transcript)
176
Recommended Assessments for Fluency

• National Assessment of Educational Progress 4
  point rubric

QRI-3
Running Records (if timed)
Multidimensional Fluency Scale
177
Comprehension

• The thinking process and use of strategies that
  focuses on making sense of the text.
• Active learners and readers
• Are metacognitively aware as they process text.
• Possess and employ a wide range of reading and
  learning strategies.

178
Assessing Comprehension Strategies
179
We must know the students reading levels
180

• Easy text- 95-100 percent correct
• Instructional text- 90-94 percent correct
• Hard text/frustrational text-
• 80-89 percent correct

181
Leveling Correlation
182
How do I find my students reading levels?
183
Recommended Assessments for Reading Comprehension
184
Reflection
Things I plan to implement in my Classroom
185
(No Transcript)
186
Example A 10 Day Rotation
187
Example A 15 Day Rotation
188
(No Transcript)
189
(No Transcript)
190
Glossary of Terms These terms may be helpful in
understanding some of the technical language of
assessment.
191
Glossary Continued (2)
192
Glossary Continued (3)
193
Glossary Continued (3)
194
Glossary Continued (4)
195
Glossary Continued (5)
Adapted from A practical guide in reading
assessment joint project of US DOE, IRA published
by Health Communications, Inc. and McKenna
Stahl (2003.)