0
A collaborative creation of the RAPP committee:  Kendra Belson, Angie Burdue, Karen Burnup, Linda Callahan, Eve Carrington...
RAPP - History <ul><li>Began with assessment model created in Orange  County School District </li></ul><ul><li>Modified by...
<ul><li>Alterations made </li></ul><ul><li>Included all five areas of reading (Reading First, NCLB - 2001) </li></ul><ul><...
RAPP - History <ul><li>Changes based on current research findings in reading development and current law </li></ul><ul><ul...
<ul><li>Finished product required a name change.  Suggestions were: </li></ul><ul><ul><li>Diagnostic Reading Assessment To...
<ul><li>Diagnostic Reading Tool </li></ul>RAPP - History The official name is the . . .
DRT - Overview
Overview – Reading Comprehension <ul><li>Reading Comprehension , the ability to understand what you read, is the ultimate ...
 
<ul><li>Reading comprehension is comprised of two equally important components: </li></ul><ul><ul><li>Language Comprehensi...
 
<ul><li>Reading comprehension is comprised of two equally important components: </li></ul><ul><ul><li>Language Comprehensi...
 
 
Reading is a multifaceted skill, gradually acquired over years of instruction and practice. The Many Strands that are Wove...
Language
Language <ul><li>Language can be broken down into: </li></ul><ul><ul><li>Listening comprehension </li></ul></ul><ul><ul><l...
<ul><li>Language video clip </li></ul>
Listening Comprehension
Language Listening Comprehension is . . . understanding the implicit and explicit messages contained in language  (SEDL, 2...
Oral language comprehension is  a good predictor of reading comprehension.  (Carroll, 1977; Ladd, 1970; Stanovich, Cunning...
<ul><li>Some children decode words fluently and still have reading comprehension problems that seem to stem from language ...
Language
Background Knowledge
<ul><li>Background Knowledge is . . . </li></ul><ul><li>the substance on which language operates. </li></ul><ul><li>In com...
<ul><li>Schemas – knowledge base. </li></ul><ul><li>Can be simple knowledge (dining in a restaurant = being seated, orderi...
<ul><li>Without a broad knowledge base, an individual can not make sense of text. </li></ul><ul><li>Background knowledge a...
Language
Expressive Vocabulary
<ul><li>Expressive Vocabulary is . . . </li></ul><ul><li>the ability to produce meaningful messages through speech or writ...
<ul><li>Expressive Vocabulary . . . </li></ul><ul><li>has been found to be a reliable predictor of future reading ability ...
Language
Receptive Vocabulary
<ul><li>Receptive Vocabulary is . . . </li></ul><ul><li>the ability to understand messages through either listening or rea...
Language
Basic Reading Skills
Reading Fluency
 
 
<ul><li>According to the National Reading Panel, fluency is  reading “…with speed, accuracy, and proper expression.” </li>...
<ul><li>Reading Fluency is a great indicator of overall health of basic reading skills and should be assessed first </li><...
Basic Reading Skills
<ul><li>The basic reading skills necessary for an individual to read fluently are: </li></ul><ul><ul><li>Letter & Word Kno...
Basic Reading Skills
Letter & Word Knowledge
Basic Reading Skills
Basic Reading Skills <ul><li>Letter-Word Knowledge </li></ul><ul><ul><li>Sight Word Fluency </li></ul></ul><ul><ul><li>Sig...
Sight Word Fluency
<ul><li>Sight Word Fluency </li></ul><ul><li>Sight words are words that contain word parts that have not yet been taught, ...
Sight Word Accuracy
<ul><li>Sight Word Accuracy </li></ul><ul><li>Sight word accuracy pertains to the correctness of sight word reading </li><...
Letter Naming Fluency
<ul><li>Letter Naming Fluency . . . </li></ul><ul><li>is the reading readiness skills that is the strongest predictor of f...
Letter Naming  Accuracy
<ul><li>Letter Naming Accuracy </li></ul><ul><li>Letter Naming Accuracy pertains to the correctness of letter identificati...
Phonics
 
Basic Reading Skills
Basic Reading Skills Phonics is . . . a system that utilizes the sounds of spoken language and the letters and patterns of...
Basic Reading Skills <ul><li>Phonics encompasses </li></ul><ul><ul><li>Phonemic Decoding Fluency </li></ul></ul><ul><ul><l...
Phonemic Decoding Fluency
Basic Reading Skills <ul><li>Phonemic Decoding Fluency . . . </li></ul><ul><ul><li>is the ability to sound out words that ...
Word Attack
Basic Reading Skills Word Attack Using Word Attack skills, students can read unknown words by examining the individual let...
Letter/Sound Knowledge
Basic Reading Skills <ul><li>Letter/Sound Knowledge </li></ul><ul><ul><li>Identifying letters when someone produces the co...
<ul><li>Only proceed with testing Phonological Awareness if below average performance on all Phonics skills. </li></ul>Bas...
Basic Reading Skills
Phonological Awareness
<ul><li>Insert video clip about Neil here </li></ul>
Basic Reading Skills Phonological Awareness is . . . The understanding that speech is composed of sub-parts Sentences are ...
Basic Reading Skills A strong, positive relationship exists between phonological awareness and reading skills   (Adams, 19...
<ul><li>It is a safe assumption that if a student has average to above average phonics skills, that he/she has competence ...
Basic Reading Skills <ul><li>Phonological Awareness encompasses </li></ul><ul><ul><li>Phonemic Awareness </li></ul></ul><u...
Phonemic Awareness
Basic Reading Skills Phonemic Awareness is . . . the ability to notice, mentally grab hold of, and manipulate the individu...
<ul><li>Children who fail to develop phoneme awareness have difficulty learning basic reading and spelling skills   (Badde...
Syllables
Basic Reading Skills Syllables are . . . a unit of spoken language that can be spoken.  In English, a syllable can consist...
<ul><li>An awareness of syllables, onsets, and rimes (phonological awareness) typically develops before an awareness of ph...
Rhyming
Basic Reading Skills Rhyming is . . . sharing identical or at least similar medial and final phonemes in the final syllabl...
Completing a reading assessment
Materials you have received Completing a reading assessment
<ul><li>DRT Flow Chart </li></ul>Completing a reading assessment
<ul><li>DRT Flow Worksheet </li></ul>Completing a reading assessment
<ul><li>DRT List of </li></ul><ul><li>Assessments </li></ul>Completing a reading assessment
<ul><li>DRT Glossary </li></ul><ul><li>of Terms </li></ul>Completing a reading assessment
<ul><li>The Diagnostic Reading Tool List of Assessments helps you to determine tests you can use to assess each reading sk...
<ul><li>For example, DIBELS Letter Naming Fluency measures only the ability to name letters quickly (not comprehension, rh...
DIBELS Additional testing probes and instructions for use are available for free download at  http://dibels.uoregon.edu/me...
<ul><li>1.  To start, measure reading comprehension (use DRT List of Assessments) </li></ul><ul><ul><li>*  If reading comp...
Joe Smith – First Grade   DX of ADHD  History of Oppositional Bx Group Reading Assessment and Diagnostic Evaluation (GRADE...
<ul><li>If reading comprehension is below average – you will need a measure of each of the four language areas (listening ...
<ul><li>2. Don’t reinvent the wheel - plug in existing data </li></ul><ul><ul><li>DIBELS </li></ul></ul><ul><ul><li>GRADE ...
 
 
<ul><li>If Reading Fluency is average to above average, the reading difficulties are likely due to language deficits or ne...
<ul><li>Basic Reading Skills are arranged in order of skill acquisition.  The top skill in each column is the latest skill...
Completing a reading assessment
<ul><li>If reading fluency is below average begin measuring letter and word knowledge and phonics </li></ul><ul><li>Begin ...
Completing a reading assessment
<ul><li>Once an average score is obtained, back up to previous skill area and remediate. </li></ul>Completing a reading as...
Completing a reading assessment
<ul><li>Only measure Phonological Awareness if the student gets all the way down to Letter-Sound Knowledge under Phonics a...
Completing a reading assessment
Completing a reading assessment
<ul><li>Identify which areas of reading need to be assessed  </li></ul><ul><li>*Back to Joe </li></ul>Completing a reading...
 
 
 
 
 
<ul><li>A couple of suggestions: </li></ul><ul><li>No need to just plug in a score for every area – use judgment and criti...
<ul><li>Let’s practice! </li></ul>Completing a reading assessment
 
 
 
<ul><li>The advantage of using this assessment is that we now know where to intervene so that we see maximum student growt...
<ul><li>Allons enfants de la patrie, Le jour de gloire est arrivé ! Contre nous de la tyrannie L'étendard sanglant est lev...
Future Initiatives
Future Initiatives <ul><li>Create a bank of scientific, research-based interventions paired with deficit areas </li></ul><...
Upcoming SlideShare
Loading in...5
×

RAPP Presentation For Psychs

1,176

Published on

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,176
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
8
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • Apologies if I forgot to include someone in the list of those who contributed
  • Transcript of "RAPP Presentation For Psychs"

    1. 1. A collaborative creation of the RAPP committee: Kendra Belson, Angie Burdue, Karen Burnup, Linda Callahan, Eve Carrington, Carolyn Chalifoux, Heather Franco, Lori Goin, Terri Guitton, Carrie Jessen, Meagan Martin, Myrna Olmo, Kathleen O’Malley, Suzanne Ramsey, Donna Regan, Tracey Schwarz, Kremsa Susla, Chrsitina Welch, Matthew Wiggins, Leigh Wooten, Patti Vickers, Cindy Vines Presented by Christina Welch Pay DRT! Osceola County’s Diagnostic Reading Tool
    2. 2. RAPP - History <ul><li>Began with assessment model created in Orange County School District </li></ul><ul><li>Modified by the Reading Assessment Pilot Program (RAPP) Committee </li></ul><ul><li>Uses portions of existing reading tests compiled to create thorough reading assessment </li></ul><ul><li>Intent is to move from discrepancy testing model to a more diagnostic evaluation of reading abilities </li></ul>
    3. 3. <ul><li>Alterations made </li></ul><ul><li>Included all five areas of reading (Reading First, NCLB - 2001) </li></ul><ul><li>Include assessment of more facets of reading – increase sensitivity </li></ul><ul><li>Tie assessment model to interventions </li></ul>RAPP - History
    4. 4. RAPP - History <ul><li>Changes based on current research findings in reading development and current law </li></ul><ul><ul><li>Southwest Educational Development Laboratory (SEDL) </li></ul></ul><ul><ul><li>National Reading Panel </li></ul></ul><ul><ul><li>Florida Literacy and Reading Excellence Center (FLaRE Center) </li></ul></ul><ul><ul><li>Just Read, Florida! </li></ul></ul><ul><ul><li>Texas Reading Initiative </li></ul></ul><ul><ul><li>Reading First – No Child Left Behind </li></ul></ul>
    5. 5. <ul><li>Finished product required a name change. Suggestions were: </li></ul><ul><ul><li>Diagnostic Reading Assessment Tool </li></ul></ul><ul><ul><li>( DRAT ) </li></ul></ul><ul><ul><li>Diagnostic Reading Assessment Guide ( DRAG ) </li></ul></ul><ul><ul><li>Diagnostic Assessment of Reading Needs ( DARN ) </li></ul></ul><ul><ul><li>Comprehensive Reading </li></ul></ul><ul><ul><li>Assessment Program ( CRAP ) </li></ul></ul><ul><ul><li>Osceola Diagnostic Evaluation </li></ul></ul><ul><ul><li>of Reading ( ODER ) </li></ul></ul>RAPP - History
    6. 6. <ul><li>Diagnostic Reading Tool </li></ul>RAPP - History The official name is the . . .
    7. 7. DRT - Overview
    8. 8. Overview – Reading Comprehension <ul><li>Reading Comprehension , the ability to understand what you read, is the ultimate goal of reading instruction </li></ul>
    9. 10. <ul><li>Reading comprehension is comprised of two equally important components: </li></ul><ul><ul><li>Language Comprehension </li></ul></ul>Overview – Reading Comprehension
    10. 12. <ul><li>Reading comprehension is comprised of two equally important components: </li></ul><ul><ul><li>Language Comprehension, </li></ul></ul><ul><ul><li>and </li></ul></ul><ul><ul><li>Decoding ability (Basic Reading </li></ul></ul><ul><ul><li>Skills) </li></ul></ul>Overview – Reading Comprehension
    11. 15. Reading is a multifaceted skill, gradually acquired over years of instruction and practice. The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) Torgesen, J.K. Meeting the Instructional Needs of Students with Reading Disabilities: Issues in Prevention and Remediation . Presented at meetings of the Council for Exceptional Children, Charleston, South Carolina, January, 2005 BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE PHONEMIC AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION SKILLED READING: fluent execution and coordination of word recognition and text comprehension. LANGUAGE COMPREHENSION WORD RECOGNITION increasingly automatic increasingly strategic
    12. 16. Language
    13. 17. Language <ul><li>Language can be broken down into: </li></ul><ul><ul><li>Listening comprehension </li></ul></ul><ul><ul><li>Background knowledge </li></ul></ul><ul><ul><li>Vocabulary (Expressive and Receptive) </li></ul></ul>
    14. 18. <ul><li>Language video clip </li></ul>
    15. 19. Listening Comprehension
    16. 20. Language Listening Comprehension is . . . understanding the implicit and explicit messages contained in language (SEDL, 2001).
    17. 21. Oral language comprehension is a good predictor of reading comprehension. (Carroll, 1977; Ladd, 1970; Stanovich, Cunningham & Freeman, 1984) Listening comprehension is more related to reading ability than intelligence (Aaron, 1991; Durrell & Hayes, 1969; Spring & French, 1990; Wood, Buckhalf &Tomlin, 1988). Language
    18. 22. <ul><li>Some children decode words fluently and still have reading comprehension problems that seem to stem from language comprehension problems (Oakhill, Cain & Yuill, 1998; Oakhill, Yuill & Parkin, 1986). </li></ul><ul><li>Reading comprehension and listening comprehension are governed by the same cognitive mechanism (Danks, 1980; Duker, 1965; Joshi, Williams & Wood, 1998; Kintsch & Kozminsky, 1977; Palmer, McCleod, Hunt & Davidson, 1985; Townsend, Carrithers & Bever, 1987; Trabasso, 1981). </li></ul>Language
    19. 23. Language
    20. 24. Background Knowledge
    21. 25. <ul><li>Background Knowledge is . . . </li></ul><ul><li>the substance on which language operates. </li></ul><ul><li>In communicating through language, successful comprehension requires both the ability to use the language and knowledge of the substance to be communicated (SEDL,2001). </li></ul>Language
    22. 26. <ul><li>Schemas – knowledge base. </li></ul><ul><li>Can be simple knowledge (dining in a restaurant = being seated, ordering, being served, eating and paying the bill) </li></ul><ul><li>or </li></ul><ul><li>esoteric (how computer programs complete searches for information). </li></ul>Language
    23. 27. <ul><li>Without a broad knowledge base, an individual can not make sense of text. </li></ul><ul><li>Background knowledge and reading comprehension scores are positively correlated -- the more background knowledge a reader has about a subject, the more the reader understands when reading text about that subject ( Chiesi, Spilich & Voss, 1979; Marr & Gormley, 1982; Pearson, Hansen & Gordon, 1979; Spilich, Vesonder, Chiesi & Voss, 1979). </li></ul>Language
    24. 28. Language
    25. 29. Expressive Vocabulary
    26. 30. <ul><li>Expressive Vocabulary is . . . </li></ul><ul><li>the ability to produce meaningful messages through speech or writing. </li></ul><ul><li>Word use. </li></ul><ul><li>Also called confrontation naming or object naming </li></ul>Language
    27. 31. <ul><li>Expressive Vocabulary . . . </li></ul><ul><li>has been found to be a reliable predictor of future reading ability (Preventing Reading Difficulties in Young Children, 1998). </li></ul>Language
    28. 32. Language
    29. 33. Receptive Vocabulary
    30. 34. <ul><li>Receptive Vocabulary is . . . </li></ul><ul><li>the ability to understand messages through either listening or reading. </li></ul>Language
    31. 35. Language
    32. 36. Basic Reading Skills
    33. 37. Reading Fluency
    34. 40. <ul><li>According to the National Reading Panel, fluency is reading “…with speed, accuracy, and proper expression.” </li></ul><ul><li>Fluent reading is natural sounding, conversational, smooth, and expressive ( Put Reading First ). </li></ul>Basic Reading Skills
    35. 41. <ul><li>Reading Fluency is a great indicator of overall health of basic reading skills and should be assessed first </li></ul>Basic Reading Skills
    36. 42. Basic Reading Skills
    37. 43. <ul><li>The basic reading skills necessary for an individual to read fluently are: </li></ul><ul><ul><li>Letter & Word Knowledge </li></ul></ul><ul><ul><li>Phonics </li></ul></ul><ul><ul><li>Phonological Awareness </li></ul></ul>Basic Reading Skills
    38. 44. Basic Reading Skills
    39. 45. Letter & Word Knowledge
    40. 46. Basic Reading Skills
    41. 47. Basic Reading Skills <ul><li>Letter-Word Knowledge </li></ul><ul><ul><li>Sight Word Fluency </li></ul></ul><ul><ul><li>Sight Word Accuracy </li></ul></ul><ul><ul><li>Letter Naming Fluency </li></ul></ul><ul><ul><li>Letter Naming Accuracy </li></ul></ul>
    42. 48. Sight Word Fluency
    43. 49. <ul><li>Sight Word Fluency </li></ul><ul><li>Sight words are words that contain word parts that have not yet been taught, but that are highly predictable or words that the child has memorized. </li></ul><ul><li>Sight word fluency pertains to the speed and accuracy of sight word reading </li></ul>Basic Reading Skills
    44. 50. Sight Word Accuracy
    45. 51. <ul><li>Sight Word Accuracy </li></ul><ul><li>Sight word accuracy pertains to the correctness of sight word reading </li></ul>Basic Reading Skills
    46. 52. Letter Naming Fluency
    47. 53. <ul><li>Letter Naming Fluency . . . </li></ul><ul><li>is the reading readiness skills that is the strongest predictor of future reading ability is letter identification (Preventing Reading Difficulties in Young Children, 1998). </li></ul><ul><li>Letter Naming Fluency pertains to the speed and accuracy of letter identification. </li></ul>Basic Reading Skills
    48. 54. Letter Naming Accuracy
    49. 55. <ul><li>Letter Naming Accuracy </li></ul><ul><li>Letter Naming Accuracy pertains to the correctness of letter identification. </li></ul>Basic Reading Skills
    50. 56. Phonics
    51. 58. Basic Reading Skills
    52. 59. Basic Reading Skills Phonics is . . . a system that utilizes the sounds of spoken language and the letters and patterns of written language (FLaRE, ). Includes written symbols (letters) and their corresponding sounds (phonemes).
    53. 60. Basic Reading Skills <ul><li>Phonics encompasses </li></ul><ul><ul><li>Phonemic Decoding Fluency </li></ul></ul><ul><ul><li>Word Attack </li></ul></ul><ul><ul><li>Letter/Sound Knowledge </li></ul></ul>
    54. 61. Phonemic Decoding Fluency
    55. 62. Basic Reading Skills <ul><li>Phonemic Decoding Fluency . . . </li></ul><ul><ul><li>is the ability to sound out words that follow English spelling conventions </li></ul></ul><ul><ul><li>Requires speed as well as accuracy. </li></ul></ul>
    56. 63. Word Attack
    57. 64. Basic Reading Skills Word Attack Using Word Attack skills, students can read unknown words by examining the individual letters and sounds and perhaps making associations with known letters or words (Preventing Reading Difficulties in Young Children).
    58. 65. Letter/Sound Knowledge
    59. 66. Basic Reading Skills <ul><li>Letter/Sound Knowledge </li></ul><ul><ul><li>Identifying letters when someone produces the corresponding sound. </li></ul></ul><ul><ul><li>Saying the most common sound associated with individual letters. </li></ul></ul>
    60. 67. <ul><li>Only proceed with testing Phonological Awareness if below average performance on all Phonics skills. </li></ul>Basic Reading Skills
    61. 68. Basic Reading Skills
    62. 69. Phonological Awareness
    63. 70. <ul><li>Insert video clip about Neil here </li></ul>
    64. 71. Basic Reading Skills Phonological Awareness is . . . The understanding that speech is composed of sub-parts Sentences are comprised of words, words are comprised of syllables, syllables are comprised of onsets and rimes, and can be further broken down to phonemes (SEDL).
    65. 72. Basic Reading Skills A strong, positive relationship exists between phonological awareness and reading skills (Adams, 1990; Ehri & Sweet, 1991; Goswami & Bryant, 1992; Mason & Allen, 1986; Mann, 1986; Morais, Mousty & Kolinsky, 1998; Pratt & Brady, 1988; Read, Zhang, Nie & Ding, 1986;Shaywitz, 1996; Snow, Burns & Griffin, 1998, Stahl & Murray, 1994; Sulzby & Teale, 1991; van Kleeck, 1990).
    66. 73. <ul><li>It is a safe assumption that if a student has average to above average phonics skills, that he/she has competence in phonological awareness. </li></ul>Basic Reading Skills
    67. 74. Basic Reading Skills <ul><li>Phonological Awareness encompasses </li></ul><ul><ul><li>Phonemic Awareness </li></ul></ul><ul><ul><li>Syllables </li></ul></ul><ul><ul><li>Rhyming </li></ul></ul>
    68. 75. Phonemic Awareness
    69. 76. Basic Reading Skills Phonemic Awareness is . . . the ability to notice, mentally grab hold of, and manipulate the individual phonemes within speech (Yopp & Yopp, 2000).
    70. 77. <ul><li>Children who fail to develop phoneme awareness have difficulty learning basic reading and spelling skills (Baddeley, Ellis, Miles & Lewis, 1982; Bradley & Bryant, 1978; Bradley & Bryant, 1983; Bryant, MacLean, Bradley & Crossland, 1990; Griffith, 1991; Holligan & Johnston, 1988; Holligan & Johnston, 1991; Juel, Griffith & Gough, 1986; MacLean, Bryant & Bradley, 1987; Olson, Wise, Conners & Rack, 1990; Snowling, 1981; Wagner, Torgesen & Rashotte, 1994). </li></ul>Basic Reading Skills
    71. 78. Syllables
    72. 79. Basic Reading Skills Syllables are . . . a unit of spoken language that can be spoken. In English, a syllable can consist of a vowel sound alone or a vowel sound with one or more consonant sounds preceding and following (Preventing Reading Difficulties in Young Children). The division of words into its basic units of pronunciation.
    73. 80. <ul><li>An awareness of syllables, onsets, and rimes (phonological awareness) typically develops before an awareness of phonemes (Fox & Routh, 1975; Goswami, 1994; Liberman, Shankweiler, Fischer & Carter, 1974; MacLean, Bryant & Bradley, 1987; Treiman, 1985; Treiman, 1986; Treiman, 1992). </li></ul>Basic Reading Skills
    74. 81. Rhyming
    75. 82. Basic Reading Skills Rhyming is . . . sharing identical or at least similar medial and final phonemes in the final syllable. Words can rhyme without sharing similar orthography such as ‘suite’ and ‘meet’ (SEDL).
    76. 83. Completing a reading assessment
    77. 84. Materials you have received Completing a reading assessment
    78. 85. <ul><li>DRT Flow Chart </li></ul>Completing a reading assessment
    79. 86. <ul><li>DRT Flow Worksheet </li></ul>Completing a reading assessment
    80. 87. <ul><li>DRT List of </li></ul><ul><li>Assessments </li></ul>Completing a reading assessment
    81. 88. <ul><li>DRT Glossary </li></ul><ul><li>of Terms </li></ul>Completing a reading assessment
    82. 89. <ul><li>The Diagnostic Reading Tool List of Assessments helps you to determine tests you can use to assess each reading skill area. </li></ul><ul><li>Since we are looking to isolate reading skills so that we can pinpoint areas to intervene, we are looking for ‘pure’ measures. </li></ul>Completing a reading assessment
    83. 90. <ul><li>For example, DIBELS Letter Naming Fluency measures only the ability to name letters quickly (not comprehension, rhyming, etc.) </li></ul><ul><li>FCAT Reading – a great broad measure but not sensitive to where exactly the problem lies (measures comprehension, decoding, vocabulary, etc.) </li></ul>Completing a reading assessment
    84. 91. DIBELS Additional testing probes and instructions for use are available for free download at http://dibels.uoregon.edu/measures.php Cool Tools Testing materials are available for free download at http://projectcentral.ucf.edu/Free%20Products/Instructional%20Resources/links.html
    85. 92. <ul><li>1. To start, measure reading comprehension (use DRT List of Assessments) </li></ul><ul><ul><li>* If reading comprehension is average or above average – stop testing. </li></ul></ul><ul><ul><li>Low achievement may be a result of motivation, lack of focused attention, study skills, inappropriate behavior, etc. </li></ul></ul>Completing a reading assessment
    86. 93. Joe Smith – First Grade DX of ADHD History of Oppositional Bx Group Reading Assessment and Diagnostic Evaluation (GRADE) Reading Comp = 97SS *Negated due to test administration error Completing a reading assessment
    87. 94. <ul><li>If reading comprehension is below average – you will need a measure of each of the four language areas (listening comprehension, background knowledge, expressive vocabulary, receptive vocabulary) and reading fluency </li></ul>Completing a reading assessment
    88. 95. <ul><li>2. Don’t reinvent the wheel - plug in existing data </li></ul><ul><ul><li>DIBELS </li></ul></ul><ul><ul><li>GRADE </li></ul></ul><ul><ul><li>Language Evaluations </li></ul></ul><ul><ul><li>ERDA </li></ul></ul><ul><ul><li>Informal Classroom Assessment </li></ul></ul><ul><ul><li>Psychoeducational Evaluation </li></ul></ul>Completing a reading assessment
    89. 98. <ul><li>If Reading Fluency is average to above average, the reading difficulties are likely due to language deficits or need for intervention with comprehension strategies </li></ul><ul><li>If Reading Fluency is low, it could be due to deficits in one or more of the following reading areas: </li></ul><ul><ul><li>Letter & Word Knowledge </li></ul></ul><ul><ul><li>Phonics </li></ul></ul><ul><ul><li>Phonological Awareness </li></ul></ul>Completing a reading assessment
    90. 99. <ul><li>Basic Reading Skills are arranged in order of skill acquisition. The top skill in each column is the latest skill to develop. The bottom is the most basic. </li></ul><ul><li>We are going to assume that if a student has proficiency in any area of phonics, that they are competent with phonological processing. </li></ul>Completing a reading assessment
    91. 100. Completing a reading assessment
    92. 101. <ul><li>If reading fluency is below average begin measuring letter and word knowledge and phonics </li></ul><ul><li>Begin assessing top skill in each section (for example, sight word fluency under letter and word knowledge). Continue testing down until an average score is obtained. </li></ul>Completing a reading assessment
    93. 102. Completing a reading assessment
    94. 103. <ul><li>Once an average score is obtained, back up to previous skill area and remediate. </li></ul>Completing a reading assessment
    95. 104. Completing a reading assessment
    96. 105. <ul><li>Only measure Phonological Awareness if the student gets all the way down to Letter-Sound Knowledge under Phonics and is still below average. </li></ul><ul><li>If the student has some Phonics skills, it is assumed that he/she has a decent grasp on Phonological Awareness </li></ul>Completing a reading assessment
    97. 106. Completing a reading assessment
    98. 107. Completing a reading assessment
    99. 108. <ul><li>Identify which areas of reading need to be assessed </li></ul><ul><li>*Back to Joe </li></ul>Completing a reading assessment
    100. 114. <ul><li>A couple of suggestions: </li></ul><ul><li>No need to just plug in a score for every area – use judgment and critical thinking </li></ul><ul><li>The question to focus on is “Where do I need to intervene with this child?” not “Where should this child be in relation to his/her peers?” </li></ul>Completing a reading assessment
    101. 115. <ul><li>Let’s practice! </li></ul>Completing a reading assessment
    102. 119. <ul><li>The advantage of using this assessment is that we now know where to intervene so that we see maximum student growth. </li></ul>Completing a reading assessment
    103. 120. <ul><li>Allons enfants de la patrie, Le jour de gloire est arrivé ! Contre nous de la tyrannie L'étendard sanglant est levé ! (bis) Entendez-vous dans les campagnes, Mugir ces féroces soldats ? Ils viennent jusque dans nos bras Égorger nos fils, nos compagnes ! </li></ul>Completing a reading assessment
    104. 121. Future Initiatives
    105. 122. Future Initiatives <ul><li>Create a bank of scientific, research-based interventions paired with deficit areas </li></ul><ul><li>Collaboration with RTI committee and implementation </li></ul><ul><li>Tie reading skills to required cognitive process areas/CHC factors (ie – phonological processing involves Auditory Processing (Ga) and Crystallized Intelligence (Gc) </li></ul>
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×