Organizing Comprehensive Literacy Assessment: How to Get Started, Part I

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Organizing Comprehensive Literacy Assessment How
to Get Started, Part I

• September 10,2008

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Before Beginning Assessment

• Ensure maximum access to print/picture/logo/writin
  g materials, etc.
• Positioning
• Assistive technology/aug com needs
• Sensory issues that require modification of
  materials (e.g., increasing size of print or
  picture)

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Organizing Assessment Areas to Evaluate

• Language level
• Early or Emergent literacy Understanding of
  print
• Phonological phonemic Awareness
• Word recognition skills automatic mediated
• Reading fluency
• Listening reading comprehension
• Writing (composing text)
• Attitudes toward literacy

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Organizing Assessment Areas to Evaluate

• Language Level
• Level of language or communication (intentional?
  Symbolic?)
• Mode of communication (e.g., speech, sign, PECS,
  other or combination
• Vocabulary level (e.g., Peabody Picture
  Vocabulary)
• Listening (receptive) and speaking (expressive)
  vocabulary
• Early or Emergent Literacy Understanding of
  print
• Symbol recognition (if appropriate)
• Might include sight words or be limited to
  concrete objects, photographs, or picsyms
• E.g., Concepts About Print Early Literacy
  Checklist

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Evaluating What Students Understand About Print

• Examples Concepts About Print
• Checklist of Early Literacy

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Organizing Assessment Areas to Evaluate

• Phonological Phonemic Awareness (if student is
  in early stages of reading)
• E.g., observation, Dibbles, Yopp-Singer, . . .

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Organizing Assessment Areas to Evaluate

• Word Recognition Skills Automatic Mediated
• Letter name/sound knowledge single words words
  within connected text includes phonics skills
  (decoding)
• E.g., running records w/ miscue analysis,
  Informal Reading Inventories (IRI) standardized
  instruments, such as W-JR or Brigance CBM GDRT

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Reading (Word Recognition) Levels

• Independent level read without support
• Recognize a minimum of 99 of words/comprehend
  90
• Instructional level read with support
• Recognize a minimum of 95 of words/comprehend
  75
• Frustration level too difficult even with
  support
• Recognize less than 90 of words/comprehend less
  than 50
• Listening comprehension level
• Comprehend 75 of material read to her/him

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Word Recognition Phonics

• Examples of Formal and Informal assessments
• The Abecedarian Reading Assessment (can provide
  this upon request)
• Grey Diagnostic Reading Test
• Sections of the some of the Brigance tests
• Informal Word Recognition skills test

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Running Records

• Are a method of assessing oral reading skills
  can determine reading level and do miscue
  analysis to determine strategies student is
  currently using
• Can also examine comprehension w/ running records
  by using re-tellings, summarizing, etc.
• Can be a part of an Informal Reading Inventory OR
  can use weekly as a separate informal measure of
  student progress
• Dont require special materials
• Use a set of symbols to record students
  performance

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Running Records

• Use material at students instructional level
  try to use a passage of at least 100 words
• Record student performance (using set of symbols)
  on top line/text on bottom line
• Calculate of words read correctly
  mispronunciations, omissions, additions,
  substitutions, reversals count as an error
• of words read correctly/ total of words x
  100 read correctly (accuracy)

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(No Transcript)
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Miscue Analysis method to examine types of
errors student is making (using info from a
running record) to determine which strategies for
word recognition a student is applying
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Miscue Analysis

• Looking at a students errors and analyzing them
  to see what types they are
• Mispronunciations
• Omissions
• Substitutions
• repetitions and re-readings,
• Self-corrections
• Hesitations, and
• Requests for help

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Types of miscues

• Semantic (meaning related)
• Kim lives on an island far out in the sea
  (ocean).
• Graphophonic (visual, phonic)
• Kim likes (lives) on an island far out in the
  open (ocean).
• Syntactic
• The boy walked tomorrow (through) the door.
• Self-corrected
• Calculate for each type of error

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Words Words Words Meaning Visual Syntax
Text Child Self-Correction Similar Meaning? Graphophonic similarity? Grammatically acceptable?
grumble grumbly X
always -
didnt did not X X X
Ill I X X X
move make X X
scarf cafr X
of or X
my me X X
scarf self X
taken take X X
scarf scafer X
that they X X
may maybe X
still sit X
Analysis Seth overrelies on visual cues and rarely self-corrects errors. Tompkins, G. (2007). Figure 3-2 Miscue analysis of Seths errors. (p. 79( Analysis Seth overrelies on visual cues and rarely self-corrects errors. Tompkins, G. (2007). Figure 3-2 Miscue analysis of Seths errors. (p. 79( Analysis Seth overrelies on visual cues and rarely self-corrects errors. Tompkins, G. (2007). Figure 3-2 Miscue analysis of Seths errors. (p. 79( Analysis Seth overrelies on visual cues and rarely self-corrects errors. Tompkins, G. (2007). Figure 3-2 Miscue analysis of Seths errors. (p. 79( Analysis Seth overrelies on visual cues and rarely self-corrects errors. Tompkins, G. (2007). Figure 3-2 Miscue analysis of Seths errors. (p. 79( Analysis Seth overrelies on visual cues and rarely self-corrects errors. Tompkins, G. (2007). Figure 3-2 Miscue analysis of Seths errors. (p. 79(
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You Try It

• Listen as Natalia reads. Code her reading on the
  handout provided.
• Then
• Calculate her reading accuracy
• Categorize her miscues
• Determine what strategies for word recognition
  she is using what area(s) might you focus on
  with her to improve word recognition skills?

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Organizing Assessment Areas to Evaluate

• Reading Fluencye.g., CBM procedures using
  fluency norms, phrasing, words correct per min, .
  . .
• Calculate rate ( of correctly read words/time)
• Also observe phrasing (chunking), hesitations,
  prosody (stress and intonation)

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Reading Fluency

• Word by word reading ?Reads in phrases
• Too slow or too fast ? Appropriate pacing
• No expression ? Appropriate expression
• Not aware of punctuation ? Aware of punctuation
• Poor sight word recognition ? Automatic sight
  word recognition

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Next Week

• Continue examining areas of literacy assessment
  and types of assessments within each area.
• Read
• Jennings et al. Chapter 5 (2006)
• Winn Otis-Wilborn (1999)
• You will need this background for class
  discussion and small group activities.
• Begin outlining the assessments you will use for
  the student you will be working with on the
  literacy project.