Process Assessment with Tier 1 Tier 2 and

Process Assessment with Tier 1, Tier 2, and Tier 3 Treatment Validity Virginia Berninger University of Washington Director, Multidisciplinary Learning Disabilities Research Center, Literacy Trek Longitudinal Study, and The Write Stuff Intervention Project, and School Psychology Internship Program vwb@u. washington. edu CASP March 4, 2005 Riverside, CA

Process Assessment for Reading with Treatment Validity SKILL: Real Word Reading in Grades 1 to 3 (ages 6 to 9) WIAT II Word Reading accuracy and TOWRE Sight Word Efficiency rate PROCESSES: • PAL Receptive Coding (orthographic STM/WM) • PAL Syllables and Phonemes (phonological) • PAL RAN Letter and Word (rapid automatic naming) • WISC-IV Vocabulary subtest

Process Assessment for Reading with Treatment Validity SKILL: Real Word Reading in Grades 4 to 6 (ages 9 to 12) WIAT II Word Reading accuracy and TOWRE Sight Word Efficiency rate PROCESSES: • PAL Receptive and Expressive Coding (orthographic STM/WM) • PAL Syllables, Phonemes, and Rimes (phonological) • PAL Word Choice (orthographic LTM) • PAL RAN Letter and Word (rapid automatic naming) • WISC-IV Vocabulary subtest

Process Assessment for Reading with Treatment Validity SKILL: Phonological Decoding in Grades 1 to 3 (ages 6 to 9) WIAT II Pseudoword Reading accuracy and TOWRE Phonemic Reading rate PROCESSES: • PAL Receptive Coding (orthographic STM/WM) • PAL Syllables and Phonemes (phonological) • PAL RAN Letter and Word (rapid automatic naming) • CTOPP Nonword Repetition (phonological STM/WM)

Process Assessment for Reading with Treatment Validity SKILL: Phonological Decoding in Grades 4 to 6 (ages 9 - 12) WIAT II Pseudoword Reading accuracy and TOWRE Phonemic Reading rate PROCESSES: • PAL Receptive Coding (orthographic STM/WM) • PAL Syllables, Phonemes, and Rimes (phonological) • PAL RAN Letter and Word (rapid automatic naming) • CTOPP Nonword Repetition (phonological STM/WM)

Process Assessment for Reading with Treatment Validity SKILL: WIAT II or WJ-III Reading Comprehension in Grades 1 to 3 (ages 6 to 9) PROCESES: • WISC-IV Verbal Comprehension Index • PAL Sentence Sense (silent reading fluency) • WIAT II Word Reading and Pseudoword Reading and Towre Sight Word and Phonemic Reading Efficiency

Process Assessment for Reading with Treatment Validity • • • SKILL: WIAT II or WJ III Reading Comprehension in Grades 4 to 6 (ages 9 to 12) PROCESSES: WISC-IV Verbal Comprehension Index PAL Sentence Sense (silent reading fluency) PAL Verbal Working Memory WISC-IV Working Memory Index WIAT II Word Reading and Pseudoword Reading and Towre Sight Word and Phonemic Reading Efficiency

Process Assessment for Writing with Treatment Validity SKILL: Handwriting Automaticity in Grades 1 to 3 (ages 6 to 9) PAL Alphabet Writing and Copy A and B PROCESSES: • PAL Receptive Coding (orthographic STM/WM) • PAL Finger Repetition and Finger Succession (grapho-motor planning)

Process Assessment for Writing with Treatment Validity SKILL: Handwriting Automaticity in Grades 4 to 6 (ages 9 to 12) PAL Alphabet Writing and Copy A and B PROCESSES: • PAL Receptive and Expressive Coding (orthographic STM/WM) • PAL Finger Repetition and Finger Succession (grapho-motor planning)

Process Assessment for Writing with Treatment Validity SKILL: WIAT II or WRAT 4 Spelling in Grades 1 to 3 (ages 6 to 9) PROCESSES: • WISC-IV Vocabulary subtest • PAL Receptive Coding (orthographic STM/WM) • CTOPP Nonword Repetition (phonological STM/WM) • PAL Syllables, Phonemes (phonological)

Process Assessment for Writing with Treatment Validity SKILL: WIAT II or WRAT 4 Spelling in Grades 4 to 6 (ages 9 to 12) PROCESSES: • WISC-IV Vocabulary subtest • PAL Word Choice (orthographic LTM) • PAL Receptive and Expressive Coding (orthographic STM/WM) • CTOPP Nonword Repetition (phonological STM/WM) • PAL Syllables, Phonemes, Rimes (phonological)

Process Assessment for Writing with Treatment Validity SKILL: Compositional Fluency in Grades 1 to 3 (ages 6 to 9) (Prompts in PAL Test Manual) PROCESSES: • PAL Alphabet Writing (handwriting automaticity) • WIAT II Spelling

Process Assessment for Writing with Treatment Validity SKILL: Compositional Fluency in Grades 4 to 6 (ages 9 to 12) (Prompts in PAL Test Manual) PROCESSES: • PAL Alphabet Writing (handwriting automaticity) • WIAT II Spelling • PAL Finger Succession (grapho-motor planning) • WISC-IV Working Memory Index and Processing Speed Index

Process Assessment for Writing with Treatment Validity SKILL: Compositional Quality in Grades 1 to 3 (ages 6 to 9) WIAT II Written Expression PROCESSES: • PAL Alphabet Writing (handwriting automaticity) • WISC-IV Verbal Comprehension

Process Assessment for Writing with Treatment Validity SKILL: Compositional Quality in Grades 4 to 6 (ages 9 to 12) WIAT II Written Expression PROCESSES: • PAL Alphabet Writing (handwriting automaticity) • WISC-IV Verbal Comprehension Index and • Working Memory Index

Further Reading on Importance of Assessment for Treatment Planning 1. Berninger, V. , Dunn, A. , & Alper, T. (2004). Integrated models for branching assessment, instructional assessment, and profile assessment. In A. Prifitera, D. Saklofske, L. Weiss, & E. Rolfhus (Eds. ), WISC-IV Clinical use and interpretation (pp. 151 -185). San Diego, CA: Academic Press. See Ted Alper’s cases from the American School in London. 2. Berninger, V. , Thomson, J. , & L. O’Donnell. (2004). Differential diagnosis of dyslexia, dysgraphia, language learning disability, and other learning disabilities. In A. Prifitera, D. Saklofske, L. Weiss, & E. Rolfhus (Eds. ), WISC-IV Clinical use and interpretation. San Diego, CA: Academic Press.

Further Information on Tier 1, Tier 2, and Tier 3 Treatment CASP Workshop Afternoon March 4, 2005 Join Us!