Linda Bohland Spring 2012 Purpose To determine where

Linda Bohland Spring 2012

Purpose To determine where my EC students fit into the Simple View of Reading model To determine the relationship between a student’s ability to print process and understand language.

Simple View of Reading Model -Phillip Gough- Two elements of the simple view of reading equally important 1. decoding skills 2. language comprehension skills Simply put: A person’s ability to read and understand text can be predicted if you know that person’s ability to decode words and that person’s ability to understand spoken language. Rapid and fluent decoding + no difficulty understanding spoken language = Independent reading

Word Recognition Good Poor Language Comprehension Poor Good language comprehension Poor word recognition Good language comprehension Good word recognition True dyslexics Effective readers Poor language comprehension Poor word recognition Poor language comprehension Good word recognition Garden variety reading difficulties Rare ELL students

Student Information Thirteen students- 9 boys, 4 girls Grades 3 -6 All have IEP goals in reading. Exceptionalities include: LD, ID-mild, Autistic, Other Health Impaired (ADHD/ADD, Severe Language Disability)

Testing Measures Informal Reading Inventory- Darrell Morris Word Recognition Test Receptive One Word Picture Vocabulary Test

Tests Administered

Student Name Grade Level Informal Reading Receptive Word Recognition Inventory. Vocabulary One Test- Instructional Level Test-Standard score Kami 3 3 rd 107 Nathaniel 3 2 nd 91 Austin R 3 3 rd 99 Kyle 3 2 nd 90 Stone 4 5 th 4 th 89 Steven 4 4 th 98 Kelsey 4 4 th 116 Ethan A 4 3 rd 77 Casey 5 3 rd 91 Bree 5 2 nd 3 rd 83 Austin H 6 3 rd 80 Kayla 6 3 rd 91 Summer 6 4 th 5 th 101

Word Recognition Good Poor Language Comprehension Poor Good language comprehension Poor word recognition Good language comprehension Good word recognition Summer Casey Kayla Kyle Nathaniel Kelsey Steven Kami Austin R Poor language comprehension Poor word recognition Poor language comprehension Good word recognition Ethan A Austin H Bree Stone

Results and Implications 3 students poor in both decoding and language 1 student scored well in decoding, poor in language 5 “true dyslexics” 4 students scored as effective readers 2 students scored as effective readers have since exited the EC program Autistic students- one scored very low on language, one scored average Both decoding and oral language comprehension must be good to become an effective reader Assessments must measure both