Individual Phonemic Analysis a CurriculumBased Measure

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Individual Phonemic Analysisa Curriculum-Based
Measure

• IPA

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CBM Individual Phonemic Analysis

• For students in Infant 1 2
• Student hears and sees different tasks to measure
  early reading skills
• Sounds or letters - Word Reading
• Telescoping - Sentence Reading
• Segmenting
• Teacher marks errors on Teacher copy
• Chapter III of Reading Manual (pp. 33-62)
• Administered to 100 students

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Preskills for decoding words

• Letter sound correspondences

• Left to right direction

Auditory preskills
Telescoping Segmenting
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Characteristics of IPA

• Curriculum-based measures.
• Easy to create, administer, score, and interpret.
• Require students to produce a response so that
  educator observes rather than infers what the
  problems are.
• Useful for assessing individual students,
  consulting with teachers, or conducting
  inservices for teachers.

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Characteristics of IPA (cont.)

• Both correct and error responses are recorded to
  provide information for diagnosis and
  intervention.
• Sensitive to change, even over short periods of
  time.
• Use multiple forms to ensure that you are
  assessing learning and not memorization.
• Use standardized administration to reduce
  systematic error in administration.

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IPA Sound/Symbol Identification
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IPA Letter Identification (same form)
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Case Study 1 Hannah
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Analysis of the data
Describe the data points for this student in
relation to the AIMLINE Describe the types of
errors this student is making in the close
materials. Decision Collect more data
Intervention Increase the goal for this
student Intervention description
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Hannah - IPA Letter Names
November 3rd
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Hannah - IPA Letter Names
November 10th
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Hannah - IPA Letter Names
November 17th
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Case Study 1 Hannah
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Sounds Error Analysis
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Instructional Design Structure

• Identify Error pattern/type
• Selection of Examples
• Sequence of Examples
• Practice Examples
• Test Examples
• Continue IPA measures

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EXAMPLE Design to Teach Letter-Sound
Correspondences
Knowledge form
Simple fact - one to one relationship
Known preskills
a, m, r, t, e,
Procedure a. example selection b. design c.
presentation
s
t
m
r
s
e
s
a
e
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Letter Identification Intervention for Hannah
Knowledge form
Known preskills
Procedure a. example selection b. design c.
presentation
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IPA Sound/Symbol Identification
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IPA - Telescoping
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Box Plot Distribution of Scores
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Manual page 177
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Case 1 Hannah Telescoping and Segmenting
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Hannah Telescoping Nov. 3rd
Segmenting
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Hannah Telescoping Nov. 10th
Segmenting
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Hannah Telescoping Nov. 17th
Segmenting
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• Error analysis
• Involves reviewing the students scored CBM
  reading probes to identify specific error types
  and patterns
• Set priorities for teaching
• Error patterns
• Indicate areas in need of further instruction
• Constitute a database for determining what
  content and strategies to teach

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Error Analysis
Telescoping Segmenting
Initial Middle End Initial Middle
End
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Preskills for decoding words

• Letter sound correspondences

• Left to right direction

Auditory preskills
Telescoping Segmenting
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Beginning Word Reading

• Design
• Known Preskills
• Sound/symbol identification (at least 2 letters)
• Left to right direction
• Telescoping and Segmenting
• m, a, s, r, t,

am, sam, ram, rat, sat, mat, at, mass . . .
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Create a word list m, a, s, r, t, i, d, f

• rat
• sam
• mas
• at

• 4 or 5 words
• 2 3 letters
• it, at, am, if
• Fit, fat, rid, ram, sit, sat, mitt, mat, mad,
  sad, fad, Sam, rat,

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Beginning Word Reading

• Delivery
• Strategy sounding out words

am
mat
Do not allow students to stop between the sounds
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Play Word Games

• Practice telescoping and segmenting
• Initially
• 2 to 3 letter words
• Initially continuous sounds in the beginning
• Use words familiar to the students language
  repertoire
• Teacher says slow student says word
• Teacher provide models/demonstrate
• Practice together
• Students answer alone
• Same process as above with segmenting
• Difference is that teacher says the word and the
  student says the sounds in the word.
• Practice both telescoping and segmenting

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IPA Word and Sentence Reading SCORING
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Hannah
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Hannah Word Sentence Reading Nov. 3rd
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Hannah Word Sentence Reading Nov. 10th
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Hannah Word Sentence Reading Nov. 17th
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Error Analysis (suggestion)

• Word types
• vc words (am, it)
• cvc words all continuous sounds (man, rim)
• cvc words stop at beginning (pan, kiss)
• Blends (plan, fast)

• of errors
• Note vowels
• _______________
• _______________
• _______________
• _______________

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Beginning Word Reading

• Guidelines for word lists (discrimination and
  practice)
• 8-10 words (initially 2 - 4 words)
• Usually 5-7 minutes of reading
• Unpredictable word order
• No pattern
• 30 - 50 of words contain new skill
• Alter position of word types and use of letters.

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Beginning Word Reading

• Guidelines for word lists (discrimination and
  practice)
• initially 2 - 4 words (build to 8-10)
• Usually 5-7 minutes of reading
• Unpredictable word order
• No pattern
• 30 - 50 of words contain new skill
• Alter position of word types and use of letters.

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Case 2 Patrick

• Infant 1 Student
• Patrick has taken CBM measures from the beginning
  of the school year to this point in early
  November. Patrick cooperates during reading
  instruction.
• Patricks teacher set a goals as seen on each
  graph.
• Score the three attached IPA Measures that
  Patrick has completed most recently
• Graph Patricks performance.
• Review her data on the graph, look at performance
  in relation to aimline
• Determine next steps for Patricks program.
• Individual Graph in IPA scores for Patrick B.

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Analysis of the data
Describe the data points for this student in
relation to the AIMLINE Describe the types of
errors this student is making in the close
materials. Decision Collect more data
Intervention Increase the goal for this
student Intervention description