Organizing Comprehensive Literacy Assessment How to Get Started
- Slides: 20
Organizing Comprehensive Literacy Assessment: How to Get Started, Part I September 10, 2008
Before Beginning Assessment • Ensure maximum access to print/picture/logo/writing materials, etc. – Positioning – Assistive technology/aug com needs – Sensory issues that require modification of materials (e. g. , increasing size of print or picture)
Organizing Assessment: Areas to Evaluate • Language level* • Early or Emergent literacy: Understanding of print • Phonological & phonemic Awareness • Word recognition skills: automatic mediated • Reading fluency • Listening & reading comprehension • Writing (composing text) • Attitudes toward literacy
Organizing Assessment: Areas to Evaluate • Language Level* – Level of language or communication (intentional? Symbolic? ) – Mode of communication (e. g. , speech, sign, PECS, other or combination – Vocabulary level (e. g. , Peabody Picture Vocabulary) • Listening (receptive) and speaking (expressive) vocabulary • Early or Emergent Literacy: Understanding of print – Symbol recognition (if appropriate) – Might include sight words or be limited to concrete objects, photographs, or picsyms – E. g. , Concepts About Print; Early Literacy Checklist
Evaluating What Students Understand About Print • Examples: Concepts About Print Checklist of Early Literacy
Organizing Assessment: Areas to Evaluate • Phonological & Phonemic Awareness (if student is in early stages of reading) – E. g. , observation, Dibbles, Yopp-Singer, . . .
Organizing Assessment: Areas to Evaluate • Word Recognition Skills: Automatic & Mediated – Letter name/sound knowledge; single words; words within connected text; includes phonics skills (decoding) – E. g. , running records w/ miscue analysis, Informal Reading Inventories (IRI); standardized instruments, such as W-JR or Brigance; CBM; GDRT
Reading (Word Recognition) Levels • Independent level – read without support – Recognize a minimum of 99% of words/comprehend 90% • Instructional level – read with support – Recognize a minimum of 95% of words/comprehend 75% • Frustration level – too difficult even with support – Recognize less than 90% of words/comprehend less than 50% • Listening comprehension level – Comprehend 75% of material read to her/him
Word Recognition: Phonics Examples of Formal and Informal assessments – The Abecedarian Reading Assessment (can provide this upon request) – Grey Diagnostic Reading Test – Sections of the some of the Brigance tests – Informal Word Recognition skills test
Running Records • Are a method of assessing oral reading skills; can determine reading level and do miscue analysis to determine strategies student is currently using – Can also examine comprehension w/ running records by using re-tellings, summarizing, etc. • Can be a part of an Informal Reading Inventory OR can use weekly as a separate informal measure of student progress • Don’t require special materials • Use a set of symbols to record students’ performance
Running Records • Use material at student’s instructional level; try to use a passage of at least 100 words • Record student performance (using set of symbols) on top line/text on bottom line • Calculate % of words read correctly: mispronunciations, omissions, additions, substitutions, reversals count as an error; – # of words read correctly/ total # of words x 100 = % read correctly (accuracy)
Miscue Analysis – method to examine types of errors student is making (using info from a running record) to determine which strategies for word recognition a student is applying
Miscue Analysis • Looking at a student’s errors and analyzing them to see what types they are: – Mispronunciations – Omissions – Substitutions – repetitions and re-readings, – Self-corrections – Hesitations, and – Requests for help
Types of miscues • Semantic (meaning related) – Kim lives on an island far out in the sea (ocean). • Graphophonic (visual, phonic) – Kim likes (lives) on an island far out in the open (ocean). • Syntactic – The boy walked tomorrow (through) the door. • Self-corrected • Calculate % for each type of error
Words Text Child grumble grumbly always Self. Correction Meaning Visual Syntax Similar Meaning? Graphophonic similarity? Grammatically acceptable? X - didn’t did not X X X I’ll I X X X move make X X scarf cafr X of or X my me scarf self taken take scarf scafer that they maybe X still sit X X X X X Analysis: Seth overrelies on visual cues and rarely self-corrects errors. Tompkins, G. (2007). Figure 3 -2 Miscue analysis of Seth’s errors. (p. 79(
You Try It: • Listen as Natalia reads. Code her reading on the handout provided. • Then – Calculate her reading accuracy – Categorize her miscues – Determine what strategies for word recognition she is using; what area(s) might you focus on with her to improve word recognition skills?
Organizing Assessment: Areas to Evaluate • Reading Fluency e. g. , CBM procedures using fluency norms, phrasing, words correct per min, . . . • Calculate rate (# of correctly read words/time) • Also observe phrasing (chunking), hesitations, prosody (stress and intonation)
Reading Fluency • • Word by word reading Reads in phrases Too slow or too fast Appropriate pacing No expression Appropriate expression Not aware of punctuation Aware of punctuation • Poor sight word recognition Automatic sight word recognition
Next Week • Continue examining areas of literacy assessment and types of assessments within each area. • Read – Jennings et al. Chapter 5 (2006) – Winn & Otis-Wilborn (1999) You will need this background for class discussion and small group activities. • Begin outlining the assessments you will use for the student you will be working with on the literacy project.
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