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O =. Warm-up Questions  What several critical features of formal assessment? What are some advantages and disadvantages of using formal assessment to determine reading performance What are the four (4) steps of performing a comprehensive assessment of reading?Z  ,&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  -DStep #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  .Instructions 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)  /Practice Word Lists   Present lists of words Score as Identified Automatically or as Identified Total Automatic and Identified Determine level for word identification  0Criteria for word lists    1%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  2IStep #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\ \ 32Step #4: Administer Test of Reading Comprehension ,3  $ 3 \Criteria for Levels Independent 100 - 90% Instructional 89% - 70% Frustration below 70%  H] ] 4Practice reading passages   NDetermine familiarity Mark miscues Ask comprehension questions Score responsesOO O D#Marking miscues$  &Insertions: Write in the insertion and mark it with a ^ Omissions: Circle the omitted word Substitutions: Write what the student said above the printed word Reversals: Mark the reversal with ~ Self-corrections: Write the miscue and mark with a  C Examples page 60 in QRI -3  5Counting Miscues,  LTotal Accuracy Insertions Omissions Substitutions Reversals Self-corrections0>$> M 6Counting Miscues,  7Total Acceptability Insertions Omissions Substitutions H#$# 8 7 Miscue Analysis   tSome miscues are  better than others Reading is not an exact process Miscues should be evaluated according to how much they change meaning (Accuracy/Acceptability) Practice with passage4  8!Conducting a miscue analysis   Write the miscue in the first column Write the text word in the second column Determine if the miscue is graphically similar (initial or final) or semantically acceptable Note self-corrections  9"Assessing Comprehension    mRe-tell technique Ask explicit and implicit questions Oral and silent reading Narrative and expository textsnnm  :QRI - 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 Application of the Simple View   Student - Grade 5 Listening Comprehension - Instructional at grade 5 Word Skills - Instructional at grade 2 Reading Comprehension - Instructional at grade 4 .,     7Determining Reading Strengths and Needs Using the QRI-3877   Compare automatic word recognition with words decoded Compare reading and listening comprehension Compare word and text level skills <   Assessing Strategic Reading   BLook-backs Think-alouds Note-taking ability Questions and prompts CC,  +    Reading Rate     Pre-primer 13-35 WPM Primer 28-68 WPM First 31-87 WPM Second 52-102 WPM Third 85-139 WPM Fourth 78-124 WPM Sixth 113-165 WPM   Diagnostic Assessment    Concepts About Print Assessing phonemic awareness Assessing basic sight vocabulary Assessing word identification strategies Using running records Evaluating spelling errors    Concepts About Print   This test is appropriate for what age level? Is is given to individuals or groups? Briefly describe how this assessment is administered. What information does this assessment yield that could augment data collected from the QRI-3?Z  Assessing Phonemic Awareness   Name two tests commonly used to assess phonemic awareness in children. Can these tests be administered to groups? Briefly describe each of these tests of phonemic awareness. What information do these tests provide regarding reading performance?Z   Assessing basic sight vocabulary!!    Describe what type of information these types of assessment yield as far as reading performance is concerned. Offer at least two examples of assessing basic sight vocabulary and describe how they are conducted.  (Assessing Word Identification Strategies))  ) VDescribe the procedures using two forms of evaluating students word identification strategies? What information does this type of assessment gather compared to the QRI-3?  Using a Running Record   What is a  running record and how does it differ from the test of contextual decoding used in the QRI-3? How are running records used to identify reading strengths and weaknesses in students?  Evaluating spelling errors   Describe stages of spelling development and explain whether or not this information has a direct relationship with student reading performance. Explain the procedures involved in administering a test of spelling development.  /0!"#$ % & ' ( )*<=>?@ABCsx,,  c yg(,,(d'`  ` ^WN̙f` ^WNff3` 999MMM` ^WNf` ff33` ff33` ^WN̙f>?" dd@(?zdd@ y x@" `  n?" dd@   @@``@n?" dd@  @@``PR   @ ` ` p>>  5(     s *DSt  `   V Click to edit Master title style! !    c $Zt  @   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S   s *dZt Tt   e* 2    s *$[t Tt    g*(2    s *Zt T@t   g*(2  x  PAA:\paint.GIF<@.Z  B޽h))? ? ^WNff3 *Contemporary Portrait  phP(  W[   s *\ @@   V Click to edit Master title style! !   c $T\  @    Y#Click to edit Master subtitle style$ $   s *T\ T   e* 2^WN    s *\ T    g*(2^WN    s *\ T@   g*(2^WN  x  PAA:\paint.GIF@rZ  B޽h))? ? ^WNff3 ph( 5% p p 0p P     g*"     p 0Tp      i* "    d p c $ ?    p 0dWt  @   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  p 6Wo `P    g*"     p 64Xo `    i* "    H p 0޽h ? ̙33T $D(  D D 0Xo P     ]*    D 0Xo      _*    D 6TYo `P    ]*    D 6Yo `    _*   H D 0޽h ? ̙33   ,(  ,l , C o p   l , C do  @,    H , 0޽h ? ^WNff3  00(  x  c $o `   x  c $do Pp   H  0޽h ? ̙33  @0(  x  c $Do  0   x  c $dl    H  0޽h ? ^WNff3  P0(  x  c $l  `   x  c $dl  @   H  0޽h ? ^WNff3  `0(  x  c $$l  `   x  c $l     H  0޽h ? ^WNff3   pL(  x  c $l `    0 HA ?    H  0޽h ? ^WNff3  0(  x  c $l     x  c $l  @   H  0޽h ? ^WNff3  0(  x  c $dl     x  c $l  @   H  0޽h ? ^WNff3  0(  x  c $dl  p   x  c $l  @   H  0޽h ? ^WNff3  0(  x  c $$l  `   x  c $l  @   H  0޽h ? ^WNff3  (  l  C l  `   l  C l   @   H  0޽h ? ^WNff3  H@(  ~  s *$l  `   ~  s *l       TA j0299125@   H  0޽h ? ^WNff3  H@(  ~  s *l  `   ~  s *4\        TA j0299125@0p  H  0޽h ? ^WNff3  0(  x  c $Գ\    x  c $t\ Pp   H  0޽h ? ^WNff3  0(  x  c $4\     x  c $\ \    H  0޽h ? ^WNff3   0(   x   c $\ @    x   c $\  @|   H   0޽h ? ^WNff3   0(  x  c $\  `   x  c $t\  @   H  0޽h ? ^WNff3  00(  x  c $Զ\ `   x  c $t\     H  0޽h ? ^WNff3 @(  l  C t\PP   l  C Թ\p0   H  0޽h ? ^WNff3  `@(   @l @ C 4\     l @ C \  @   H @ 0޽h ? ^WNff3  p((  (l ( C T\     l ( C \ p@p    H ( 0޽h ? ^WNff3  L( ^WNf Ll L C \  `   l L C \  @   H L 0޽h ? ^WNff3   P( 4,  Pl P C \  `   l P C \ p @   H P 0޽h ? ^WNff3   T(  Tl T C \  `   l T C T\ @`$   H T 0޽h ? ^WNff3   X(  Xl X C p  `   l X C Tp  @   H X 0޽h ? ^WNff3   \( ,d \l \ C ԕp  `   l \ C 4p  @   H \ 0޽h ? ^WNff3   `(  `l ` C p  `   l ` C p  @   H ` 0޽h ? ^WNff3  d( \\ dl d C p  `   l d C p  @   H d 0޽h ? ^WNff3  h( 0 hl h C tp  `   l h C ԛp  @   H h 0޽h ? ^WNff3F  t( ޽h tR t 3 p    t C ^op @   |QRI provides some information allowing for determination of reading strengths and weaknesses (needs). Word lists are scored as automatic, identified correctly, or incorrect. What does a comparison of number right automatically with number right tell you? Recommend giving a measure of listening comprehension. How might you interpret that information? (as reading potential or expectancy) Why is it necessary in order to determine a reading discrepancy? Why is that important information? What does a comparison of reading and listening comprehension tell you? How can you compare word and text level skills? And why do you want to? } H t 0޽h ? ̙33L  x(  xR x 3 p     x C ]op @   How do you interpret this information? What are this student s strengths? Where is there need for intervention? According to the simple view how would you classify this reader? (Dyslexia)  H x 0޽h ? ̙33 z ( L;S!T R  3 p     C Zop @     H  0޽h ? ̙33|  < 4  (  R  3 p   :   C T_op @    Also provides some additional procedures for assessing strategic reading. Look-backs: Allow to distinguish between poor comprehension due to poor memory or poor comprehension due to inability to understand the text. Give the student the text and ask them if they can look back to find the answers that were not known or incorrectly answered. This alternative procedures begins with third grade passages. Why not before? Thin Aloud Statements High School passages have STOP written throughou. Notion is to stop and think out loud about efforts to understand, judge, reason, the content of the passage. The examiner first shares their own think aloud, asks for student s and writes it in. Might ask a secondary student to take notes from a passage read or not read. Suggest passage not read, but could do either. Not scored but does give you some diagnostic information. Questions and prompts not on QRI but it is the way you teach comprehension. In general we spend very little time teaching comprehension, we ask questions, (assess) give assignments (practice) do not teach. Exchange that the book provides is a good example of a teacher actually teaching a student how to understand text. Read from TEXT (pages 181-183)$    H  0޽h ? ̙33D  (  R  3 p     C `op @   zExtremely wide range of rates of WPM. Time reading of text and then use the formula to determine WPM. Must record number of seconds then rate = number of words in passage times 60 divided by the number of seconds = number of words per minute Get a sense if the reader is very slow or reading too quickly. Want to determine word per minute at instructional level. (Page 68) { H  0޽h ? ̙33)  y(  R  3 p     C t`op @   _Additional measures that can be used to provided diagnostic information particularly at the word level. Each of these is described in your book Brought some additional materials to assist you. Describe the procedure - give example (s) Demonstrate administration of the procedure How you would interpret the results/implications for intervention  ` H  0޽h ? ̙33  d(  R  3 p     C aop @   rIf preprimer is at frustration level then must use an alternative form of assessment. Recommend Concepts About Print. Booklets SAND and STONES are read to the students. Teacher asks questions to determine nkowl concepts of printed language. Also measures knowledge of letter names. <     H H  0޽h ? ̙332 (  R  3 p     C aop @   PWhat is phonemic awareness? Insight or understanding that every spoken word can be conceived as a sequence of phonemes . Phonemes are the units of sound represented by the alphabet an awareness of phonemes is a prerequisite to understanding the logic of the alphabetic principle, leads to the learning of phonics and spelling. Yopp-Singer phoneme Segmentation Test Given words student asked to break them apart. Assesses simple phonemic awareness Bruce Phoneme Deletion Test Asked what word remains when a specific letter is deleted. S -t- and (sand) Assesses compound phonetic awareness$K   H  0޽h ? ̙33V  ( ] R  3 p     C bop @   Sight words refer to words a student recognizes instantly or  on sight , high frequency words, and phonetically irregular words. High frequency words - Students should read words to the teacher rather than identifying after read to. Controversy as to whether to assess in isolation or in context. Context is helpful when the word is some familiarity with unknown word and combines use of context with partial knowledge of s -s correspondences. To assess in context prepare sentences with high frequency words. To assess in isolation have students read lists of words out loud.  G H  0޽h ? ̙33? 0( -. R  3 p     C cop @   uAlthough you can assess use of context within IRI paragraphs a test designed to measure this strategy explicitly might be useful. Select several paragraphs for each reading level. Students must be tested at their instructional level. Periodically omit words that can be determined from the context of the selection. Some to be identified from meaning of the passage, some from syntactic clues, etc. When omitting words retain the first letter, or letters if the word begins with a consonant blend or digraph. Variation is to first test potential words in isolation. Then those words the students does not know test in context.  v H  0޽h ? ̙33 PH@( -. R  3 p   N  C TVmp @   Use strategies employed with a miscue analysis while student is reading selections in the classroom. Running records can be undertaken with any stories without preparation, thus a teacher can examine a student s reading behaviors more frequently , thus having a thorough and ongoing observation record. If planning to take a running record select passages of 100-200 words, may select one hard passage, one read with some help, and one easy passage. Very useful diagnostic tool.   H  0޽h ? ̙33,  P|( -. R  3 p     C Vmp @   bAppear to be naturally occurring stages in most children s writing/spelling. Encoding is a mirror of processes being used to decode. Stage 1 Random or pre-literate stage - Early writing scribbling but may use letters may be used but selected randomly - may begin to use letters to represent some sounds RBT (semi-phonetic) Stage 2 - Phonetic stage or letter name stage - Most sounds heard in the word are represented by letters. Some are incorrect, but still reasonable. Stage 3 - Transitional stage - Children called within word spellers. Vowels in each word though not always correct Sometimes spell according to how words look rather than how they sound. Begin to use conventions of spelling. (TIPE) Stage 4 Syllable-juncture - Able to spell multi- syllabic words as well as most single syllable words. Difficulty with more complex rules of spelling Stage 5 Conventional spelling (incorporate rules from other languages MONSTER Test   H  0޽h ? ̙33 0(  X C     S tZo @     H  0޽h ? ̙33 D<@(  X C    < S Zo @   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 tlP(  X C    l S 4[o @   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 `J(  X C     S [o @   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. Begin to see how the QRI can be used to determine strengths and weaknesses. $   H  0޽h ? ̙334 (  X C     S t]o @   ^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 ? ̙33f  &p(  X C     S T\o @   Two methods of counting miscues (mistakes). Total Accuracy - insertions, omissions, substitutions, reversals, and self-corrections and Total Acceptability - only count those insertions, omissions, or substitutions that change meaning. The notion of total acceptability and use of miscue analysis is, or the analysis of mistakes or reading errors, is based upon some assumptions. Those miscues that do not change the meaning are  better than those that do. And in addition to counting miscues you can examine them qualitatively. This analysis provides rich information as to the student s reading strategies. The Miscue Analysis Worksheet provides a format for this process. Generally students use the same strategies when reading material at their independent or instructional levels. Strategies may change at the frustration level.  I H  0޽h ? ̙33C! (  X C     S \o @   UGraphic similarity : Does the miscue resemble the text in the initial or final position? Most miscues do appear in the middle position because vowels are variable and hard to pronounce, but noting similarity in initial and final letters suggests where and if the student is paying attention and using sound-symbol correspondences. Does the miscue change meaning or does it retain the meaning? For example some omissions do not change the meaning of a passage and or some substitutions do not change meaning. And record self-corrections. What information does miscue analysis provide? What if the worksheet shows high percentage of semantically acceptable miscues or self-corrections? What is the worksheet shows a high percentage of initial/final graphic similarity couples with low percentage of acceptable of self-corretions. Do miscue analysis$5    H  0޽h ? ̙33" A(  X C     S ]o @   COn the QRI the examiner assesses comprehension one of two ways. Ask for a retell of the selection or ask questions. The percentage correct on the questions is used to determine comprehension level : independent, instructional, or frustration. If both are used the examiner should ask for a ret-tell before asking the questions. After reading ,examiner removes passage and asks the students to re-tell it as if it were being told to someone who had never read or heard it before. Score by comparing the ideas recalled by the student with those listed on the scoring sheet. May indicate sequence by numbering the responses. Also a space to write in any other ideas mentioned. Some have suggested that re-tell is the valid measure of reading comprehension despite the fact that it is very difficult to score. Example: QRI includes both explicit and implicit questions for each passage. Reading between the lines that is so hard for many students with learning disabilities. Because of the number of passages at each grade level (5 or ^) able to assess comprehension for both oral and silent reading, and narrative and expository texts. What points did the teacher clarify? MAIN idea, descriptive clause, Provided an example of a clause that was familiar and asked to reiterate application of main idea.   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Spagna, Ph.D.ses[C:\Program Files\Microsoft Office\Templates\Presentation Designs\Contemporary Portrait.potnCollege of Educationoso35lMicrosoft PowerPointoso@@i@k]@ @j ]( G@PICT8 ?@@@! hHH\K\K+%     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{MwoC  }   ,wkOVaA?U 1WUW/bXe  ;')1 M { z r  ;CW$w^GN DocumentSummaryInformation8Current User4 ՜.+,0     'On-screen ShowsCSUNree*: %Times New Roman Arial BlackTahomaMonotype SortsArialTimesContemporary PortraitMicrosoft Word DocumentWarm-up Questions'Conducting Initial Reading AssessmentEStep #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 passagesMarking miscuesCounting MiscuesCounting MiscuesMiscue AnalysisConducting a miscue analysisAssessing Comprehension QRI - 3 ResultsApplication of the Simple ViewApplication of the Simple View8Determining Reading Strengths and Needs Using the QRI-3Assessing Strategic Reading Reading RateDiagnostic Assessment Concepts About PrintAssessing Phonemic Awareness!Assessing basic sight vocabulary)Assessing Word Identification StrategiesUsing a Running RecordEvaluating spelling errors  Fonts UsedDesign TemplateEmbedded OLE Servers Slide Titles,_HCollege of Education