Research Foundations and EGRA Protocols or Why these measures?

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Research Foundations and EGRA Protocols or Why
these measures?

• Sylvia Linan-Thompson

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Purpose of Assessment in a Prevention-oriented
System

• Intervene early and strategically during critical
  windows of reading development
• Identify need, allocate resources, and design and
  modify instruction
• Develop and promote a comprehensive system of
  instruction
• Address reading failure and reading success from
  a school-wide, systematic perspective

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Research

• Why now?
• Early predictors
• Consistently strong measures of future reading
  growth are measures of phonemic awareness and
  fluency in naming letters of the alphabet.
• Evidence that phonemic awareness predicts to
  later reading ability within and across languages
  (Francis, 2006 Ziegler Goswami, 2005).
• Oral reading fluency

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Research

• Easy to measure
• Reading measures to identify first grade students
  who need intensive early intervention are valid
  (Fuchs Fuchs, 1998 Good Kaminski, 2003).
• For their use to be sustainable, measures must
  also be quick to administer and score and provide
  information about students academic skills
  useful in planning instruction (Fuchs Fuchs,
  2007).
• To be valuable, the data have to be used.

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Research

• Can be changed with interventions
• We have evidence that changing instruction can
  change students trajectories

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PSF MEANS OVER TIME AND ACROSS GROUPS
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LNF MEANS OVER TIME AND ACROSS GROUPS
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NWF MEANS IN MAY AND SEPTEMBER ACROSS GROUPS
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What are the components of early reading?

• Letter knowledge/ Alphabetic principle
• Phonemic awareness
• Vocabulary
• Accuracy and fluency with connected text
• Comprehension

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• Components of early literacy should be included
  in the curriculum and instruction.
• And, the components should be assessed by the
  measures we use.

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In addition to identifying what we want to
assess, what else should we consider when
identifying measures?
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Factors to Consider

• Testing economy How much do you get?
• Efficiency What do you get for the effort?
• Task difficulty Which skills will you measure?
• Developmental validity How well will they hold
  up over time?

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Testing Economy

• How much information will you get from the
  battery of tests?
• How many measures do you need to cover a
  construct?
• Is it necessary to measure every aspect of a
  construct?

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Testing Economy

• Letter knowledge
• Letter names
• Letter sounds
• Upper case
• Lower case
• Different fonts
• Automaticity

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Efficiency and task difficulty

• Do you need to measure every letter in the
  alphabet or just the most difficult?
• What do you gain and lose?

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Developmental Validity

• Will there be a floor effect?
• Will there be a ceiling effect?
• Will the criterion change with the age/grade of
  the student?

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Letter Knowledge

• With a finite construct like letter knowledge we
  can expect a ceiling effect.

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Assessment What are we measuring? Sub-skill
Mastery

• Advantages
• Monitors student growth on specific skills
• Closely linked with curriculum
• Helps monitor toward short-term objectives
• Example
• Assessments included in reading curriculum
• Chapter tests

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Assessment What are we measuring? General
Outcome

• Advantages
• Curriculum independent
• Measures student growth towards long-term
  outcomes
• Assesses for retention and generalization
• Example
• EGRA

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Assessment Type Screening

• Brief assessment that focuses on critical reading
  skills strongly predictive of future reading
  growth and development
• At the student level you can identify children
  likely to need extra instruction.
• At the school level you can identify gaps in
  instruction.

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Assessment Type Diagnostic

• Longer measure that provides a more in-depth
  analysis of a students strengths and weaknesses.

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EGRA

• Set of 8 measures in 7 domains

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Reading components and EGRA Protocols
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Why these areas?

• They are predictive of later reading difficulty.
• They are easily measured.
• Instruction in these areas has an impact on
  student outcomes.
• If these areas are addressed, we can change
  trajectories.

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Why fluency?

• Fluency measures assess not only whether or not a
  child knows something, but whether they have
  integrated the knowledge and can process the
  information automatically.
• To be successful readers, basic reading
  competencies have to be automatic.

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Letter Knowledge

• Accuracy in naming letters
• Letter naming
• Accuracy in identifying sounds of letters

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L i h R S y E O n T 10 i e
T D A t a d e w 20 h O e m
U r L G R u 30 g R B E i f
m t s r 40 S T C N p A F c
a E 50 y s Q A M C O t n
P 60 e A e s O F h u A t 70 R
G H b S i g m i L 80 L i N
O e o E r p X 90 N A c D d
I O j e n 100
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Phonemic Awareness

• Accuracy in segmenting sounds in words
• Phoneme segmentation

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(Put a slash through the sound if incorrect, underline if correct) What are the sounds in ________? Indicate the total number of correct phonemes
as /a/ /s/ it /i/ /t/ me /m/ /e/ us /u/ /s/ too /t/ /oo/ sat /s/ /a/ /t/ lid /l/ /i/ /d/ mop /m/ /o/ /p/ light /l/ /i/ /t/ pot /p/ /o/ /t/ _____/2 _____/2 _____/2 _____/2 _____/2 _____/3 _____/3 _____/3 _____/3 _____/3
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Alphabetic Principle

• Accuracy in mapping sounds to print
• Fluency in mapping sounds to print
• Non-word reading
• Dictation

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wub dod ik vus nux 5 ul zel bef wab hiz 10 min ras
bub jaf duz 15 tam af ked ig el 20 loz ep yat ol
tob 25 uf ral ep bab vif 30 tig dev dop zac gok 3
5 lut sig zop mig zut 40 wof ib jud zek vok 45 ruz
huf sa ak jep 50
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Oral Reading Fluency

• Accuracy in reading decodable words and irregular
  words.
• Fluency is reading decodable and irregular
  words.
• Word reading
• Short passage

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Comprehension

• Listening comprehension
• Reading comprehension
• Ability to answer literal questions
• Short answer
• Yes/no

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Summary

• EGRA are
• Screening measures
• Curriculum independent
• As a set, measure long-term growth
• Focus on the critical areas of reading
• and
• Data can be used to change trajectories