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Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment
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Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment

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Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment

Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment

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  • Learning Disabilities Association, 2010Provide accurate and useful informationBe derived from a variety of assessment measuresEnsure thatstandardized assessments are current, reliable, and valid, as well as culturally, linguistically, developmentally, and age appropriate; administration, scoring, and reporting procedures are followedmultiple measures, including standardized and nonstandardized data sources are usedfunctioning and/or ability levels across domains are consideredinclusionary and exclusionary factors are consideredall data, including informal data, are discussed, integrated, and balanced to describe current academic and functional levels and guide identification, eligibility, services, and instruction
  • Transcript

    • 1. Presented to the Louisiana EducationalDiagnosticians Association September 6, 2012
    • 2. Proposed DSM-50 Diagnosis of Specific Learning Disorder is made by clinical synthesis of the individual’s 0 History (development, medical, family, education) 0 Psychoeducational reports of test scores and observations and 0 Response to Intervention0 Using the following diagnostic criteria American Psychiatric Association DSM-5 Development, 2012 Proposed Revision May, 2013
    • 3. History0 History or current presentation of persistent difficulties in the acquisition of 0 Reading 0 Writing 0 Arithmetic 0 Mathematical reasoning skills0 During the formal years of schooling (i.e., during the developmental period). American Psychiatric Association DSM-5 Development, 2012 Proposed Revision May, 2013
    • 4. The individual must have at least one of the following:0 Inaccurate or slow and effortful word reading0 Difficulty understanding the meaning of what is read (e.g., may read text accurately but not understand the sequence, relationships, inferences, or deeper meanings of what is read American Psychiatric Association DSM-5 Development, 2012 Proposed Revision May, 2013
    • 5. Avoidance0 Avoidance of activities requiring 0 Reading 0 Spelling 0 Writing or 0 Arithmetic American Psychiatric Association DSM-5 Development, 2012 Proposed Revision May, 2013
    • 6. Further Criteria0 Current skills in one or more of these academic skills are 0 Well-below the average range for the individual’s age or intelligence, cultural group or language group, gender, or level of education 0 As indicated by scores on individually- administered, standardized, culturally and linguistically appropriate tests of academic achievement in reading, writing, or mathematics American Psychiatric Association DSM-5 Development, 2012 Proposed Revision May, 2013
    • 7. Exclusionary Factors0 The learning difficulties are not better explained by 0 Intellectual Developmental Disorder, 0 Global Developmental Delay 0 Neurological, sensory (vision, hearing), or 0 Motor disorders. American Psychiatric Association DSM-5 Development, 2012 Proposed Revision May, 2013
    • 8. Finally0 Learning difficulties … significantly interfere with 0 Academic achievement 0 Occupational performance 0 Activities of daily living0 that require these academic skills, alone or in any combination American Psychiatric Association DSM-5 Development, 2012 Proposed Revision May, 2013
    • 9. Focus is on0 Word reading accuracy0 Reading rate or fluency0 Reading comprehension American Psychiatric Association DSM-5 Development, 2012 Proposed Revision May, 2013
    • 10. Early Indicators0 Learning names of colors0 Learning names of shapes0 Learning names of letters0 Learning nursery rhymes0 Extensive slurring of words0 Lack of rhyming ability0 Lack of word play The Source for Dyslexia & Dysgraphia (1999)
    • 11. Early Indicators0 Difficulty recognizing sound similarities0 Creating a story based on picture clues0 Difficulty with spatial terms The Source for Dyslexia & Dysgraphia (1999)
    • 12. Milestones0 Early Childhood0 Preschool0 Kindergarten – 2nd grade0 3rd grade 0 Move from “learning to read” to “reading to learn” skills
    • 13. National Reading Panel: Five Basic Elements0 Phonological Awareness0 Phonics0 Fluency0 Vocabulary0 Comprehension
    • 14. Woodcock Johnson III Tests of Achievement (WJ III)0 Reading achievement, including reading decoding, reading speed, and the ability to comprehend connected discourse while reading0 Sight vocabulary, phonics, and structural analysis0 Reading comprehension, vocabulary, and reasoning0 Ages 2 – 90+
    • 15. Wechsler IndividualAchievement Test III (WIAT III)0 Word Reading0 Reading Comprehension0 Pseudoword (phonetic) Decoding0 Ages 5 - 50
    • 16. Woodcock Reading Mastery Test III (WRMT III)0 Evaluate struggling readers0 Identify specific strengths and weaknesses in reading skills to plan targeted remediation0 Guide educational selection and placement decisions0 Screen for reading readiness0 Determine reading strategies for students with special needs0 Ages 4.6 – 79.11
    • 17. Single Topic0 Test of Word Reading Efficiency (TOWRE) 0 Word Reading 0 Individual Administration 0 Ages 6 through 240 Test of Silent Word Reading Fluency (TSWRF)0 Test of Irregular Word Reading Efficiency (TIWRE) 0 Reading Comprehension 0 Individual Administration 0 Ages 3 through 94
    • 18. THE GORTS0 Gray Oral Reading Tests - 5 (GORT-5) 0 Oral Reading Comprehension 0 Individual Administration 0 Ages 6 through 230 Gray Silent Reading Test (GSRT) 0 Reading Comprehension 0 Individual / Group Administration 0 Ages 7 through 25
    • 19. Test of ReadingComprehension - 4 (TORC-4)0 Vocabulary, Syntax, Paragraph Reading, Sentence Sequencing0 Individual Administration0 Norm Referenced0 Ages 7 through 17-11
    • 20. Test of Early Reading Ability 3 rd Ed (TERA-3)0 Alphabet: measuring knowledge of the alphabet and its uses0 Conventions : measuring knowledge of the conventions of print0 Meaning: measuring the construction of meaning from print.0 Age 3.6 – 8.6
    • 21. Role of RTI
    • 22. Incorporating information for report writing0 Assessment 0 Data collection from multiple sources (e.g., individual, group, standardized, informal, formativ e, and summative)0 Evaluation 0 Follows assessment and integrates all data to produce a student profile to inform decisions about identification, eligibility, services, and instruction. Learning Disabilities Association, 2010
    • 23. Combine With0 Functional measures0 Including
    • 24. Observation0 Pre testing0 During testing0 Post testing
    • 25. Checklists0 Use of0 Limits of
    • 26. Sources of Information0 Student0 Parent0 Teacher0 Other (e.g. paraprofessionals, counselor, principal)
    • 27. Integrating Multiple Measures of Data Criterion- Curriculum-Based Norm- Informal Referenced Measurement Referenced •Parent Interview •State Standards •Aimsweb •WIAT III Oral Expression •Teacher Interview Assessment •WJ III Ach •Observation •Parent Interview Listening •Teacher Interview Comprehension •Observation •Parent InterviewBasic Reading Skill •Teacher Interview •Observation •Parent Interview Reading •Teacher Interview Comprehension •Observation •Parent InterviewReading Fluency •Teacher Interview Skill •Observation
    • 28. Determining the“Appropriateness” of the FIE0 “Skills” 0 Equality of members 0 Vary in training 0 Analyze the situation through different “lenses” 0 Data complements, not competes Etscheidt, 2003
    • 29. Determining the“Appropriateness” of the FIE0 “Adequacy” - Compliance with IDEA evaluation requirements 0 Use a variety of assessment tools 0 Use technically sound instruments 0 Utilize non-discriminatory procedures 0 Administer standardized tests validated for the specific purpose for which they are used 0 Administered by trained and knowledgeable personnel in accordance with instructions provided by the test producer Etscheidt, 2003
    • 30. Determining the“Appropriateness” of the FIE0 “Scope” of the evaluation 0 Must be assessed in all areas of suspected disability 0 Should not use a limited selection of assessment tools 0 If there are reasons to suspect additional areas requiring assessment, then the scope of the evaluation must be broadened to include assessment in those areas 0 Must be comprehensive enough to address related services as well Etscheidt, 2003
    • 31. Determining the“Appropriateness” of the FIE0 “Utility” - Provision of sufficient information to develop the IEP 0 Must determine/identify the educational needs of the child 0 Must discuss the impact of the child’s disability on educational performance 0 Must lead to the development of goals and objectives Etscheidt, 2003
    • 32. NCEDOnline0 Enhances professional credibility Pat Frawley, Ed.D. and visibility NCED #00020 Represents highly qualified status New Jersey as an assessment professional0 Assures parents/school officials of rigorous opportunities for practice0 Permits use of credential after Linda De Zell Hall, Ph.D. name in reports and NCED #0005 correspondence Texas0 Connects the practitioner with current trends and issues in the field of assessment.0 Visit http://www.ncedb.org/ today!

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