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Assessments in literacy(voice)
- 1. Assessments Early Identificationof Reading Ability is Critical
- 2. Focus on movingtowards a PREVENTATIVE model of intervention rather than a REMEDIAL model of intervention. “The ultimate goal of reading instruction is to help children acquire the knowledge and skills necessary to comprehend printed material at a level that is consistent with their general language comprehension skills.” Torgesen (2000)
- 3. If students arenot competent readers, they are at risk for academic, behavioral, social, and emotional difficulties. Some of these students may be identified as learning disabled.
- 4. Official National Definition ofLearning Disability At least average cognitive ability Impairments in: Language processing Phonological processing Visual spatial processing Processing speed Memory and attention Executive function Range in severity
- 5. Official National Definitionof Learning Disability Interferes with the acquisition of: Oral language Reading Written language Mathematics Organization skills Social skills Lifelong Genetic/Neurobiological
- 6. Official National Definitionof Learning Disability IMPACT ON STUDENT Unexpected academic underachievement or achievement which is maintained only by unusually high levels of effort and support. Not due primarily to hearing and or vision problems, socioeconomic factors, cultural or linguistic differences, lack of motivation or ineffective teaching.
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- 8. Learning Disability Receptive and Expressive Language Visual Processing Visual- Motor Processing Attention Social Skills Study and Organizational Skills Metacognitive Memory DifficultiesAssociated with a Learning Disability Auditory/ Phonological Processing
- 9. Characteristics of Struggling Readers •Over reliance on guessing strategies • May have low language skills • Limited phonemic awareness • Limited understanding of phonics • Memory problems • Read slowly and hesitantly, or not at all • Limited understanding about the text they read • Often become frustrated and avoid reading Moats (1998)
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- 11. A FRAMEWORK FORASSESSMENT AND PROGRAM PLANNING FOR STUDENTS WHO EXPERIENCE SIGNIFICANT DIFFICULTIES IN READING
- 12. Framework for Assessmentand Program Planning Classroom based assessment will help to determine how teachers will teach students with reading difficulties or learning disabilities. Students with reading difficulties or learning disabilities require explicit and intensive instruction that is on-going, monitored, and evaluated. PURPOSE
- 13. Framework for Assessmentand Program Planning Step 1: Classroom Assessment and Intervention Step 2: Establishing the team and the Referral Process Step 3: Formal Assessment Program Planning
- 14. Student continues toexperience difficulty. Framework for Assessment and Program Planning Step 1. Classroom Assessment and Intervention The Classroom Teacher in collaboration with parents/caregivers, resource teacher, administrator •Collect/Review Information. •If insufficient information, move to Step 2. •Develop Classroom Intervention Plan. Student experiences success with Classroom Intervention Plan. •Continue with interventions •Monitor, Evaluate See Step 2
- 15. Framework for Assessmentand Program Planning Step 2. Referral Process Establish a Team •Review information. •If sufficient information, develop an Expanded Classroom Intervention Plan. •If insufficient information, arrange for formal assessment. Student experiences success with Expanded Intervention Plan. •Continue with interventions •Monitor, Evaluate Student continues to experience difficulty. See Step 3
- 16. Framework for Assessmentand Program Planning Step 3. Formal Assessment/Program Planning The team •Reviews assessment results and develops a Personal Program Plan (PPP). •Implements, Evaluates, and Monitors. Student experiences success with PPP. •Continue with interventions (PPP). •Monitor, Evaluate. Student continues to experience difficulty. •Team reviews and adjusts program.