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What are the components of the  Simple View of Reading and how can this model of reading be used to differentiate poor readers?4uPPP  ;Formal Assessment$  What are the defining features of formal assessment? For what purpose(s) are formal assessments appropriate? How is the technical adequacy of formal measures determined? Z >   d <!4Formal Assessment (cont d)$  Different types of formal assessment: survey vs. diagnostic tests. Formal assessment measures of reading tend to over-estimate reading ability and skills. Formal assessment as part of a comprehensive assessment of reading. NCPPXPPEP  =#&Conducting Initial Reading Assessment ' Step #1: Administer Test of Listening Comprehension Step #2: Administer Entry-Level Decoding Assessment (e.g., word lists) Step #3: Administer Passage Decoding Assessment (e.g., words in context) Step #4: Administer Test of Reading Comprehensionr 34  07Using the QRI - 3 to Conduct Initial Reading Assessment87  8 IThe Word Lists The Passages Readability Levels Narrative and ExpositoryJI J 1Finding reading levels  :Independent level Instructional level Frustration level ;; ; &Criteria for reading levels    Independent Word identification 100-96% Comprehension 90% Instructional Word identification 95%-90% Comprehension 89 -70% Frustration Word identification below 90% Comprehension below 70% l36;  3Step #1: Administer Test of Listening Comprehension*4   4  Using the Qualitative Reading Inventory-3 (QRI-3), assess student s prior knowledge, read passages to student, and determine listening level in familiar narrative text (70% instructional level).   Assessment of Prior Knowledge   The QRT-3 provides two methods of assessing prior knowledge: conceptual questions and predictions. Students may be assessed in both areas to determine his/her familiarity with the topic.   Conceptual-Questions   Each question is scored according to a 3-2-1-0 system, where 3 is the best score. Interpretation: students who score at least 55% of the points possible on the concept task, have sufficient background knowledge to comprehend passage4R   Prediction Task   $ Given that the title of the passage is ______, and it includes the ideas _____, ______, and ______, what do you think the passage will be about? I want you to take a guess or make a prediction about what you think the passage will be about. Interpretation is qualitative.  3Practice Listening Test   tAsk Concept Questions Ask for a Prediction Read passage (Amelia Earhart) Ask Comprehension questions Score responsesuu @  . 4DStep #2 Administer Entry-Level Decoding Assessment(e.g., word lists)(E% E Estimate starting point for passages Estimate automatic word identification Estimate knowledge of letter-sound correspondences Analyze differences between word identification in isolation and in context  7Instructions to the student    I have some lists of words that I want you to read one at a time. Some of the words will be easy for you, and some I expect to be very hard. Don t worry. You are not expected to know all of them. If you don t know a word right away, try to figure it out. I cannot help you in any way, and I cannot tell you whether you are right or wrong. Just do your very best. Are you ready? (page 39)  5Practice Word Lists   Present lists of words Score as Identified Automatically or as Identified Total Automatic and Identified Determine level for word identification  6Criteria for word lists    %Steps #3 and #4: Administer Passages2& $  & ~Begin with the highest independent or lowest instructional level from word lists Find the instructional level in familiar text  B&IStep #3: Administer Passage Decoding Assessment (e.g., words in context) *J4 J [Criteria for Levels Independent 100 - 96% Instructional 95% - 90% Frustration below 90% G\ \ G'2Step #4: Administer Test of Reading Comprehension ,3  $ 3 \Criteria for Levels Independent 100 - 90% Instructional 89% - 70% Frustration below 70%  H] ] 8Practice reading passages   NDetermine familiarity Mark miscues Ask comprehension questions Score responsesOO O C$Counting Miscues,  LTotal Accuracy Insertions Omissions Substitutions Reversals Self-corrections0>$> M D%Counting Miscues,  7Total Acceptability Insertions Omissions Substitutions H#$# 8 9QRI - 3 Results  sListening Comprehension - Word Lists - Words in context - Accuracy - Acceptability - Reading Comprehension - tt t %Application of the Simple View$   Listening Comprehension =  C Word Lists =  D Passage Reading =  R FE$ F /l ! ()+>?@AEFsx,,  c yg(,,(d'`  ` ^WN̙f` ^WNff3` 999MMM` ^WNf` ff33` ff33` ^WN̙f>?" dd@(?zdd@ y x@" `  n?" dd@   @@``@n?" dd@  @@``PR   @ ` ` p>>  )(     s *D  `   V Click to edit Master title style! !    c $  @   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S   s * Tt   a* 2    s * Tt    c*(2    s *$ T@t   c*(2  x  PAA:\paint.GIF<@.Z  B޽h))? ? ^WNff3 *Contemporary Portrait  d\(  W[   s * @@   V Click to edit Master title style! !   c $  @    Y#Click to edit Master subtitle style$ $   s * T   a* 2^WN    s * T    c*(2^WN    s *4 T@   c*(2^WN  x  PAA:\paint.GIF@rZ  B޽h))? ? ^WNff3 @L`( wY L L 0d P     e*"     L 0      g*"    d L c $ ?    L 0t  @   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  L 6 `P    e*"     L 6ԫ `    g*"    H L 0޽h ? ̙33d 4,P,(  i , , 0 P     a*"     , 0T      c*"     , 6Ԩ `P    a*"     , 6 `    c*"    H , 0޽h ? ̙33  0$( 8Z;[ r  S  p   r  S  L   H  0޽h ? ^WNff3  `$( @ p r  S     r  S t P    H  0޽h ? ^WNff3  p0( @ p x  c $t    x  c $    H  0޽h ? ^WNff3   $( 4-[P^  r   S 4 `   r   S  Pp   H   0޽h ? ̙33  ( |[ l  C Ԟ     l  C ԛ ` @   H  0޽h ? ^WNff3  ( ~\[0 l  C Ԙ  `   l  C 4  @   H  0޽h ? ^WNff3  ( t^ l  C t  `   l  C   @   H  0޽h ? ^WNff3 (  l  C  @@   l  C 4@   H  0޽h ? ^WNff3   (   l  C T ``   l  C T  @    H  0޽h ? ^WNff3   $(  $l $ C  P   l $ C  P    H $ 0޽h ? ^WNff3   ((  (l ( C 4     l ( C   @   H ( 0޽h ? ^WNff3  (  l  C t  `   l  C ԩ  @   H  0޽h ? ^WNff3   ( ff3 l  C 4      l  C     H  0޽h ? ^WNff3  0(  X l  C   `   l  C t  @   H  0޽h ? ^WNff3  @(  l  C T  `   l  C      H  0޽h ? ^WNff3  P:( -d l  C  `    0 BA ?    H  0޽h ? ^WNff3  `h( Dz, hl h C t `   l h C ԯ  @   H h 0޽h ? ^WNff3  p$( 0H` $l $ C 4     l $ C   @   H $ 0޽h ? ^WNff3  (( ( (l ( C   p   l ( C T  @   H ( 0޽h ? ^WNff3  ( zd<  l  C   `   l  C   @   H  0޽h ? ^WNff3  <4( @ p x  c $t  `   x  c $Բ       TA j0299125@   H  0޽h ? ^WNff3  <4( @ p x  c $  `   x  c $T        TA j0299125@0p  H  0޽h ? ^WNff3  (  (d l  C   `   l  C   @   H  0޽h ? ^WNff3   ( [^ l  C  `   l  C 4     H  0޽h ? ^WNff39 ^V |( V |R | 3 L   \ | C tL @   Begin examining the QRI by using components of the inventory to assess listening and determine entry level. In Chapter 12 Assessing Strategic Reading section on Assessing Listening Comprehension page 84. States use assess listening the same way you assess oral and silent reading except you read the passage and the questions to the student after evaluating the student s prior knowledge. Want to evaluate performance using a familiar narrative passage. ( tells a story, fact or fiction)  H | 0޽h ? ̙339 kc0(  R  3 L   i  C 4L @   How do you determine if the passage is familiar? Two procedures: Ask the conceptual questions or ask the student to make a prediction based on the title and the concepts. Information about evaluating prior knowledge appear in Chapter 8 begins on page 44. Why is it important to determine familiarity? May help to explain poor comprehension and may activate background knowledge to facilitate higher comprehension. Specific directions read: (page 45)     H  0޽h ? ̙339 um@(  R  3 L   s  C L @   Scoring examples found throughout chapter: 3 - precise definition a synonym or specific answer to the question 2 - Example of the concept or a defining characteristic or function 1 - general association personal first-hand knowledge   H  0޽h ? ̙33)9 Py(  R  3 L     C TL @   KSecond way to assess background knowledge is to ask the student to make a prediction: In scoring you count the number of propositions ( or idea statements) mentioned in the response that are also found in the passage and degree to which the child is able to integrate concepts with the title and make predictions. Directions are found on page 48 of the QRI After determining familiarity (want a passage where the student scores 55% or above) then reading passage to the student. Read and record the answers to comprehension questions. Practice using passage about Amelia Earhart  C   H  0޽h ? ̙33&9 v( qO^ R  3 L     C L @   ^Levels are critical in selecting appropriate reading materials. One thing we know about reading instruction is that practice leads to improvement if practicing with appropriate materials. Must read large amounts of material at independent level in order to develop fluency; must read at instructional level to improve, and reading at frustration level is not productive. Because time spent reading is critical must be effectively planned by the teacher. IRI yield information about independent, instructional, and frustration levels. This is information that is not provided by standardized measures.  _ H  0޽h ? ̙33&9 v(  R  3 L     C TL @   ^Determining a student s reading level involves two steps: 1. Determine level for word identification and 2. Determine level for reading comprehension Criteria vary however, in order for passage to be at the independent level word identification must be above 95% ( only miss 5 out of 100 words) or some suggest even higher 98% For criteria used by QRI look on page 57 Define each of these levels: Independent: the level at which a student can read and comprehend without assistance Instructional ; the level at which at student can profit from instruction Frustration. The level at which a student is completely unable to read with adequate word identification or comprehension.   H  0޽h ? ̙33v9 6.`(  R  3 L   4  C tL @   Where to begin? Begin with highest independent level or lowest instructional level as determined by word lists. Instructions for passages appear on page 53. Suggest that you use a tape recorder. Or you can mark as the student reads. Step 1. Determine familiarity (want to obtain instructional level on a familiar narrative passage) Step 2. Mark and count miscues Step 3. Record time Step 4. Ask and score comprehension questions  H  0޽h ? ̙33)9 y(  X  C L     S tL @   {STo answer these questions must do some form of assessment. Identification of students with reading difficulties/disabilities and general levels of reading performance as determined by IRI Discuss strengths and weaknesses, look at informal assessment measures and again use of IRI Review administration of the QRI and the writing of the report Assessment is the process of collecting information for purpose of making educational and instructional decisions that include: . . . Divide assessment procedures and measures into two broad categories: formal assessment and informal assessment  T H  0޽h ? ̙33W9 (  X  C L     S 4L @   9Formal assessment procedures are standardized and commercially prepared. Usually normed on performance of a large number of students in order to compare the performance of target students to the normative sample. Standardized in terms of administration, scripted directions, set materials, allows for no deviation from set procedures/materials. Examples in reading include survey tests (KTEA, WRAT, PIAT, WJAT) and diagnostic tests: (WRMT, DRS) Gates-McKillop-Horowitz Diagnostic Scales) Formal measures are used for general accountability - at the school district, state and national levels; used to evaluate program effectiveness, to judge curriculum, services provided. Probably not so effective in monitoring student progress particularly individual students, young and struggling readers. Examine the adequacy of the norms provided (adequate sample, representative of population tested) Validity : content validity (WRAT0 use of test for early identification of reading problems - predictive validity; concurrent validity) Reliability - test retest; different examiners, TQ  m     c H  0޽h ? ̙33c!9 #(  ^  S L     c $L @   9Formal assessment procedures are standardized and commercially prepared. Usually normed on performance of a large number of students in order to compare the performance of target students to the normative sample. Standardized in terms of administration, scripted directions, set materials, allows for no deviation from set procedures/materials. Examples in reading include survey tests (KTEA, WRAT, PIAT, WJAT) and diagnostic tests: (WRMT, DRS) Gates-McKillop-Horowitz Diagnostic Scales) Formal measures are used for general accountability - at the school district, state and national levels; used to evaluate program effectiveness, to judge curriculum, services provided. Probably not so effective in monitoring student progress particularly individual students, young and struggling readers. Examine the adequacy of the norms provided (adequate sample, representative of population tested) Validity : content validity (WRAT0 use of test for early identification of reading problems - predictive validity; concurrent validity) Reliability - test retest; different examiners, TQ  m     c H  0޽h ? ̙33#9 (  X  C L     S L @     H  0޽h ? ̙33$9 tlp(  X  C L   l  S ԻL @   For Total Accuracy all miscues or  mistakes are counted. Examples of each are found on page 61 and 60. Insertions marked with a caret. Omissions circled. Substitutions are marked out and then word said written in phonetically. Self-corrections  C and reversals with a symbol. Do not count repetitions, hesitations, or omissions of punctuation. But can mark.  p H  0޽h ? ̙33%9  J(   X   C L      S 4L @   L For Total Acceptability only those miscues that change the meaning are counted. A meaning change is a deviation from print that results in an ungrammatical sentence or in a grammatical sentence that differs from the author s intent. May be ungrammatical or change the meaning of the sentence Examples are found on page 63. Because the criteria are different for miscues that are either not accurate or not acceptable. . . The percentages also are different. See example of Amelia Earhart in handout. Practice scoring for both acceptable and accurate criteria. 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Spagna, Ph.D.ses[C:\Program Files\Microsoft Office\Templates\Presentation Designs\Contemporary Portrait.potnCollege of Educationoso31lMicrosoft PowerPointoso@A@* X@ @']$XGPICT P@@( hHH38+%     o0o2o0k2o1oos0w-o3s.o3(sRwPoRsRwMw-{LwLw-wMwMw,w,{*w,{){)w*{*w*w,s,w w*w,w){*w*w w*w){*w*w)w*{+w*w+r{p{lklkjkjJjIHIHGG'GIjiiIIhIH(G{'H{'G{'{'{&{&&{&&&{&.{&{&{&{{{&{{{&{{{{{v{vvwvvvvvvrvvrvrvrvrrrvvz{{{{w {*w*{){'s{Js.s/{LwMkT{osQk5s{ lkkkkjkjjJiIhIlkJjJjjJjjIjJiIJIHI{HHG(HG{''{'&{'{{{&{{{{{{{{{{{{{{z{vrrvrvrvvrvzvvzvzvz{{%{{&{&&{&'&'(H{IJJK{m{N{n{Nll{n{pg7oVsToToTo4oTsSoToSoSo2o3sRwr{{{rwssrsrwQwPwpsRsPwP{{mljIjJiJI H(I((I('{''{zzzzzzzzzzzz zzz~zz~zzz~z~~z ~zzz~z~z~zzzz{z{{{%{{{&{&'{''(w+ gg7oSoTk6wws srws{qwOw.w-s0oo1sSo3s1onnrvrvv{w*{+w,s.w-sNw.wOwNwOwL{L{Mwo= u g o w  @V\q /w,.@Mmmg?  m q r  GmF:^>OWr 4mWOi 1#)-I-I-I-I-I-I-I-I-I-I-I4 Ի¹DocumentSummaryInformation8Current User4 ՜.+,D՜.+,    On-screen ShowhCSUNreem :  Times New Roman Arial BlackTahomaMonotype SortsArialTimesContemporary PortraitMicrosoft Word DocumentWarm-up QuestionsFormal AssessmentFormal Assessment (cont’d)'Conducting Initial Reading Assessment8Using the QRI - 3 to Conduct Initial Reading AssessmentFinding reading levelsCriteria for reading levels4Step #1: Administer Test of Listening ComprehensionAssessment of Prior KnowledgeConceptual-QuestionsPrediction TaskPractice Listening TestEStep #2 Administer Entry-Level Decoding Assessment(e.g., word lists)Instructions to the studentPractice Word ListsCriteria for word lists&Steps #3 and #4: Administer PassagesJStep #3: Administer Passage Decoding Assessment (e.g., words in context) 3Step #4: Administer Test of Reading Comprehension Practice reading passagesCounting MiscuesCounting MiscuesQRI - 3 ResultsApplication of the Simple View  Fonts UsedDesign TemplateEmbedded OLE Servers Slide TitlesL 6> _PID_GUIDA#$"!"##" !!"$&&$""#'('&$$&%"#'('&"$'))&!$(&"#&$!#&''((&#%))(%!%)('%#&(('('('(t$"&))())(&$#$#"#"# $$ !%#!&% !%$ %""$"!! 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