Bader Reading And Language Inventory Ppt For Red 6546

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Bader Reading And Language Inventory Ppt For Red 6546

  1. 1. Bader Reading and Language Inventory By: Melissa Antonelli and Jaclyn Clark
  2. 2. THE BASICS <ul><ul><li>Author: </li></ul></ul><ul><ul><ul><li>Bader, Lois A. </li></ul></ul></ul><ul><ul><ul><li>Date: 1983 </li></ul></ul></ul><ul><ul><li>Manual Length : 233 Pages </li></ul></ul><ul><ul><li>Administration : </li></ul></ul><ul><ul><li>Individual </li></ul></ul><ul><li>Publication : </li></ul><ul><ul><li>Macmillan Publishing </li></ul></ul><ul><li>Population: </li></ul><ul><ul><li>Pre K – 3 and higher </li></ul></ul><ul><li>Purpose: </li></ul><ul><ul><li>Designed to determine students entry reading level. </li></ul></ul><ul><ul><li>Confirming a student’s progress. </li></ul></ul><ul><ul><li>Assisting the tutor with choosing teaching techniques. </li></ul></ul><ul><ul><li>Aiding in securing grants, funding showing the effectiveness of the program. </li></ul></ul>
  3. 3. THE TEST <ul><li>Skills Assessed: </li></ul><ul><ul><li>Reading Comprehension Language Comprehension Decoding Cipher Knowledge Phoneme Awareness Letter Knowledge Concepts About Print Phonology Syntax Phonological Awareness </li></ul></ul>
  4. 4. Overview of Test: <ul><li>Section 1- </li></ul><ul><ul><li>Word Recognition </li></ul></ul><ul><ul><ul><li>8 word lists (Pre-primer to Level 6) </li></ul></ul></ul><ul><li>Section 2- </li></ul><ul><ul><li>Reading Comprehension </li></ul></ul><ul><li>Section 3 - </li></ul><ul><ul><li>Writing Sample. </li></ul></ul><ul><li>Assessment includes </li></ul><ul><li>Each section builds upon the previous. </li></ul>
  5. 5. Section 1: <ul><li>Is the starting point. </li></ul><ul><li>The list becomes progressively more difficult with each lettered list. </li></ul><ul><li>Ask the student to read consecutively higher lists until three or more words are missed. </li></ul><ul><li>Record which Word List is at the student’s independent level (no more than one mistake), instructional level (no more than two mistakes) and lowest frustration level (three or more mistakes). </li></ul><ul><li>Word recognition </li></ul>
  6. 6. EXAMPLES OF WORD LISTS <ul><li>Word List A (Preprimer) </li></ul><ul><li>___ the </li></ul><ul><li>___ am </li></ul><ul><li>___ get </li></ul><ul><li>___ is </li></ul><ul><li>___ and </li></ul><ul><li>___ here </li></ul><ul><li>___ see </li></ul><ul><li>___ not </li></ul><ul><li>___ can </li></ul><ul><li>___ will </li></ul><ul><li>Word List D (Level 2.0) </li></ul><ul><li>___ biggest </li></ul><ul><li>___ where </li></ul><ul><li>___ yourself </li></ul><ul><li>___ those </li></ul><ul><li>___ before </li></ul><ul><li>___ things </li></ul><ul><li>___ stopped </li></ul><ul><li>___ place </li></ul><ul><li>___ always </li></ul><ul><li>___ everyone </li></ul>
  7. 7. SCORING WORD RECOGNITION <ul><li>a. If the word is pronounced correctly, place a “” next to the word. </li></ul><ul><li>b. If the word is pronounced incorrectly, place an “X” next to the word and write </li></ul><ul><li>the word as the student pronounced it. </li></ul><ul><li>c. If the reader self-corrects, add a “C”. </li></ul><ul><li>d. If a word part is omitted, draw a line through the part omitted. </li></ul><ul><li>e. If the student fails to pronounce the word at all, draw a line through the entire </li></ul><ul><li>word. </li></ul>
  8. 8. Section 2: <ul><li>Is based on the number of mistakes the student makes in Section 1. </li></ul><ul><li>Start at independent level </li></ul><ul><li>Have student read passage aloud. </li></ul><ul><li>Have the student retell the story and number the memories in order. </li></ul><ul><li>Record number or “unprompted memories”. </li></ul><ul><li>Use questions to recall information not given. </li></ul><ul><li>Record “prompted memories:” </li></ul><ul><li>Reading Comprehension </li></ul>
  9. 9. EXAMPLES OF READING COMPREHENSION <ul><li>Reading Card A: The Dog Show (preprimer level) </li></ul><ul><li>I went to a dog show. </li></ul><ul><li>I saw big dogs. </li></ul><ul><li>I saw little dogs. </li></ul><ul><li>I saw dogs with long hair. </li></ul><ul><li>And dogs with short hair. </li></ul><ul><li>There were dogs everywhere. </li></ul>
  10. 10. SCORING READING COMPREHENSION <ul><li>Who read the passage? </li></ul><ul><ul><li>Student read aloud, Student read silently Examiner read </li></ul></ul><ul><li>Please retell the story: (Number the memories in the order mentioned. Use the questions behind the memories, if necessary, to prompt the student’s recall of the story.) </li></ul><ul><ul><li>___ dog show (Where did the person go?) </li></ul></ul><ul><ul><li>___ big dogs ___ little dogs (What size were the dogs?) </li></ul></ul><ul><ul><li>___ long hair ___ short hair (What was their hair like?) </li></ul></ul><ul><ul><li>___ everywhere (Where were the dogs?) </li></ul></ul><ul><li>Memories ___ # Unprompted ___ # Prompted </li></ul><ul><li>Organized retelling? Yes No </li></ul>
  11. 11. Section 3: <ul><li>Is based upon the number of errors a student makes in Section 2. </li></ul><ul><li>Chose a passage one or two grades below instructional level. </li></ul><ul><li>Read sentences and ask student to write them down. </li></ul><ul><li>If they are unable let them copy the sentences. </li></ul><ul><li>There are two sets of passages those used for dictation and those used for copied passages. Important teacher administers the right passage. </li></ul><ul><li>Note the top half of the page is for a dictated writing sample and the bottom half is for a copied writing sample </li></ul><ul><li>Writing Sample </li></ul>
  12. 12. FOLLOW-UP <ul><li>Go over assessment with student </li></ul><ul><ul><li>Point out strengths for encouragement </li></ul></ul><ul><ul><li>Tell student reading level not grade level </li></ul></ul><ul><li>Fill out comprehension assessment </li></ul><ul><li>Finishes scoring summary and mark highest level in which required errors were not met </li></ul>
  13. 13. SCORING <ul><li>Scoring Summary </li></ul><ul><ul><li>Word Recognition Scoring: </li></ul></ul><ul><ul><ul><li>___ Highest independent level </li></ul></ul></ul><ul><ul><ul><li>___ Highest instructional level </li></ul></ul></ul><ul><ul><ul><li>___ Lowest frustration level </li></ul></ul></ul><ul><li>Also check which card the student reads from. </li></ul>
  14. 14. Reviews <ul><li>Strengths </li></ul><ul><li>Covers many skills </li></ul><ul><li>Manual includes passages and scoring forms </li></ul><ul><li>Allows space for Examiner’s observations </li></ul><ul><li>Step by step guide for administration </li></ul><ul><li>Reading lists provide entry level for reading passage </li></ul><ul><li>Weaknesses </li></ul><ul><li>Scoring can be subjective </li></ul><ul><li>No information presented on the development of the writing and other language tests </li></ul><ul><li>no coherent articulation on the usefulness of the results </li></ul><ul><li>Ambiguous for test development </li></ul><ul><li>Designed for experts in diagnosing </li></ul>
  15. 15. Our Commentary <ul><li>We do not fully agree with the review about the inadequacy of this slide. </li></ul><ul><li>We think the test is practical for a classroom teacher who needs to assess areas of reading within a fairly short time period. </li></ul><ul><li>We could use this with students this year, especially for assessing aspects of reading. </li></ul><ul><li>We like the spectrum of skills covered by the test. </li></ul><ul><li>We noticed that despite the informality of the test, results match up with scores from classroom basal readers. </li></ul><ul><li>We like the extra writing section on the test. </li></ul><ul><li>We like the option to test comprehension all orally. </li></ul><ul><li>We like the option of testing fluency quickly. </li></ul><ul><li>We like the clear cut, user friendly manual that uses the same scoring short hand as the QRI – 4 and other formal reading tests. </li></ul><ul><li>We like choosing from one set of passages without having to jump around. </li></ul><ul><li>We don’t like the mix of expository and narrative passages as the leveled reading progresses. </li></ul><ul><ul><li>We think, We like, We agree… </li></ul></ul>
  16. 16. Sample Scoring Sheet
  17. 17. Level 8 Passage
  18. 18. Reading Comprehension Observations
  19. 19. Writing Sample
  20. 20. Resources <ul><li>Bader, L. (1983). Bader Reading and Language Inventory. Retrieved from Mental Measurements Yearbook database. </li></ul><ul><li>Bader Reading and Language Inventory © 2002. Retrieved March 26, 2010, from http://www.indyreads.org/ </li></ul><ul><li>Bader, Louis A., (2009)Reading Resources, Bader Reading and Language Inventory - 6th Edition. Retrieved March 26, 2010 from http://www.sedl.org/cgi-bin/mysql/rad.cgi?searchlang=&andorgrades=any&referenced=&andor=all&searchname=bader&andor2=all&searchsubtests=&andorelements=any&sortby=name+of+tool&resultsperpage=50&camefrom=search&submit=Search </li></ul>

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