SPC ED 587

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SPC ED 587

• Assessment II
• (NOTE All the material in this handout is from
  the work of Drs. Karen Erickson Stephanie
  Spadorcia.)
• Sept. 13, 2006

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Adapted Use of IRI

• Use the Word Lists to assess Word Identification
• Use narrative and expository passages to assess
  Silent Reading Comprehension (Print Processing)
• Use narrative and expository passages to assess
  Listening Comprehension
• You will end up with THREE scores to compare.

All the material in this handout is from the work
of Drs. Karen Erickson S tephanie Spadorcia.
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• Question you are asking
• What is preventing this student from reading with
  comprehension one level higher?
• Step I Assessment
• Compare students performance across
• Word Identification,
• Listening Comprehension and
• Silent Reading Comprehension

All the material in this handout is from the work
of Drs. Karen Erickson S tephanie Spadorcia.
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Assessing Word Identification

• Automatic Word Identification (Flash)
• Assessed using words from graded word lists
  printed on index cards.
• Words are flashed for less than 1/4of a second.
• 1 point for each word read when flashed.
• Mediated Word Identification (Analysis)
• Assessed using words that were not read
  accurately in the flash mode.
• Students can look at word for 3-5 seconds.
• 1/2 point for each word read with analysis.
• 17/20 (80-85) point total go on to next level.

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Word Identification Assessment Modification for
Students with Complex Communication Needs

• Use Words
• Provide 4 words that are visually similar to
  target word.
• Say, but dont show, the target word.
• Ask, Show me the word I just said.
• Problem you provide speech, and student links
  it to print rather than the reverse which
  children without disabilities are doing.
• Better than nothing!

All the material in this handout is from the work
of Drs. Karen Erickson S tephanie Spadorcia.
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Assessing Language ComprehensionListening
Comprehension

• Assess using graded passages from the Informal
  Reading Inventory.
• Read a graded passage aloud to the student (NOT
  the same one as used for assessing reading
  comprehension)
• Ask the student questions orally about the
  passage write down the childs oral responses
• Go up and down levels until you reach the highest
  level at which student is 80 accurate in
  answering questions.

All the material in this handout is from the work
of Drs. Karen Erickson S tephanie Spadorcia.
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Silent Reading Comprehension

• Assess using graded passages from the Informal
  Reading Inventory.
• Ask student to read the passage to yourself
• Take the passage away from the student when
  finished reading
• Ask the student questions orally and you write
  down the childs oral responses
• Go up and down levels until you reach the highest
  level at which student is 80 accurate with
  questions.

All the material in this handout is from the work
of Drs. Karen Erickson S tephanie Spadorcia.
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Now What?Step 2 Analyzing your assessment
results

• Determine the strength area.
• Word ID is highest then it is the strength
• Listening Comprehension is highest language
  comprehension is strength
• Silent reading comprehension is highest print
  processing is the strength.
• Tie
• SRC is involved, print processing is strength if
  SRS is not involved, WID is strength

All the material in this handout is from the work
of Drs. Karen Erickson S tephanie Spadorcia.
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Now What?Step 2 Analyzing your assessment
results

• Determine what is keeping child from reading with
  comprehension one level higher
• Word identification
• Language comprehension
• Print Processing
• Plan instruction based on answer to this question

All the material in this handout is from the work
of Drs. Karen Erickson S tephanie Spadorcia.
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dead
bird
did
bed
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Listening/Reading Comprehension Assessment
Modifications

• Write multiple-choice answers to IRI questions.
• Difficulty is determining plausible, but not
  confusing, alternatives.
• Read the comprehension questions aloud and then
  read possible responses aloud.
• Ask, Show me the best answer. Student can point
  to, verbally repeat, eye point, etc to correct
  answer.

All the material in this handout is from the work
of Drs. Karen Erickson S tephanie Spadorcia.
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• hiding from climbing
• Mom a tree
• playing with working
• friends hard