Language and Literacy Assessments for Students Who Are Deaf/Hard of Hearing

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Language and Literacy Assessments for Students
Who Are Deaf/Hard of Hearing

• GDEAF 2004
• Macon, GA

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Assessments for External Audiences

• Provides data to people and organization beyond
  the classroom and building level
• Used to compare programs, school divisions within
  a state, or even states themselves
• Not administered at the discretion of the teacher
• Used for school accountability

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Assessments for Internal Audiences

• Used to gather information about students that
  will be of direct, immediate use to the teacher
  herself or himself.
• Used to organize, plan, and evaluate instruction
• For the students benefit
• Recognition of achievements
• Setting of goals
• For the teachers benefit
• Where to begin instruction
• What to review
• When to intoduce new material
• How to group students

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Language Assessments

• The MacArthur Communicative Development
  Inventory Words and Sentences
• Distributed by Paul H. Brookes Publishing Co.
• 1-800-638-3775
• www.brookespublishing.com

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Literacy Assessments

• Formal Measures
• Running Records
• Informal Reading Inventories
• Checklists Inventories
• Stages of Literacy Checklist
• Martha French,
• Literacy Assessment A Handbook of Instruments
• Edited by Lynn K. Rhodes, Heinemann, 1993

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Formal Measures

• Criterion-Referenced Tests
• Achievement Tests
• Peabody Individual Achievement Test, Revised Ed.
  (PIAT-R)
• Wide Range Achievement Test, 3rd Ed. (WRAT-3)
• Diagnostic Tests
• The Woodcock Reading Mastery Revised
• Gray Oral Reading Tests, 3rd Ed.

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Informal Reading Inventories

• Basic Reading Inventory 5th Edition
• Jerry L. Johns Kendall/Hunt, 1997
• Qualitative Reading Inventory II
• Lauren Leslie Joanne Caldwell Wesley Longman,
  1995
• Stieglitz Informal Reading Inventory 2nd Ed.
• Ezra L. Stieglitz Alyn Bacon, 1995
• Informal Reading Inventory 4th Ed.
• Paul C. Burns Betty D. Roe Houghton Mifflin,
  1992

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Administering an Informal Reading Inventory

• Where to start
• Where to stop
• Word Recognition in Isolation
• Concept Miscues
• Re-inspection and Comprehension
• Retelling and Comprehension
• Listening Comprehension

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Reading Levels

• Independent
• Instructional
• Frustration

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Independent

• Students can read text easily without help.
• Comprehension is excellent.
• Silent reading is rapid.
• Oral reading generally fluent.
• Words are generally recognized and understood at
  sight.
• Easy and enjoyable for the reader.

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Instructional

• Material is not easy but still comfortable.
• Students are comfortably challenged and will
  benefit from instruction.
• Comprehension is good, but some help may be
  needed with some concepts.
• Silent reading is fairly rapid.
• Some word analysis is usually necessary.
• Oral reading is fairly smooth and accurate.
• Occasional miscues occur during oral reading.

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Frustration

• Material is too difficult to be read
  successfully.
• Comprehension is poor with major ideas missed.
• Both oral and silent reading are slow and
  labored.
• Oral reading miscues are frequent.
• Because of difficulty, this level is frustrating
  to a student.
• This level should be avoided during instruction.

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Word Recognition in Isolation

• Independent Level
• 90-100 accuracy
• Instructional Level
• 70-85 accuracy
• Frustration Level
• Below 70

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Word Recognition in Context

• Independent
• 97 or higher
• Instructional
• 90-96
• Frustration
• 90

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Reading and Listening Comprehension Levels

• Independent
• 90 or higher
• Instructional
• 70-90
• Frustration
• Below 70

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Stages of Literacy
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Walk in the Fall

• It was fall. Pat went for a walk. She took her
  dog Sam. They liked to walk. They walked for a
  long time. They saw trees. Some were red. Some
  were green. They were pretty. Pat and Sam saw
  birds too. Sam did not run after them. He was
  nice.

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Johns Basic Reading Inventory9QCC
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Johns Basic Reading Inventory9 Prep
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Johns Basic Reading Inventory11th Grade QCC