Transcript Diag.Read.Assmt

Diagnostic Reading
Assessments
Kim Burke and Stephanie McPeak
“Students who have
not yet learned to
read fluently by
the end of third
grade are unlikely
ever to read
fluently.”
2 Ways Reading Is Taught
1. Whole Word Approach (Look – Say)
- students learn who words and practice
by reading stories
2. Language Code: Phonics
-students learn how letters represent
sounds and how letters and sounds
combine to form words
Early Reading Process
1.
2.
3.
Phonemic Awareness
Reader must associate alphabet letters
with phonemes.
Reader must read fluently to
comprehend
Skills Assessed by Diagnostic
Reading Tests
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Oral Reading
Reading Comprehension
Word-Attack Skills
Word Recognition Skills
Other Reading and
Reading-Related
Behaviors
Oral Reading
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Rate of Reading:
 Students should be able
to read fluently.
 Reading fluently allows
students to comprehend
what they are reading.
Oral Reading Errors:
 When examining the rate of a student’s reading errors
are considered.
 Examples of errors that do not count (self-correction,
speech handicaps, and dialectic accents).
Errors that Count
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Teacher Pronunciation or Aid
 the examiner pronounces the word after 10 seconds
of hesitation.
Hesitation (2 seconds)
Inversion (example: “house the”)
Gross Mispronunciation of a Word
 This is recorded when the pronunciation barely
resembles the word (example: “encounter” as
“actors”)
Partial Mispronunciation of a Word
 The student misses a part or parts of the
pronunciation.
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Omission of a Word or Group of Words:
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Insertion of a Word or Group of Words:
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Example: “the dog” may be read as “the mean dog”. The word
“mean” is inserted.
Substitution of One Meaningful Word for Another:
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Skipping a word or words.
The student may substitute a word or phrase with one that either
means the same thing, or sounds similar.
Repetition:
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The student may say a word or words again and again.
Assessment of Reading
Comprehension
5 different types:
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Literal: understanding information
that is “right there”.
Inferential: interpreting, synthesizing,
extending the information
Critical: Analyzing, evaluating,
and making judgments.
Affective: involves personal and emotional responses.
Lexical: knowing the meaning of key vocabulary words.
What Causes Poor
Comprehension?
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Poor decoding Not being able to convert symbols
to words inhibits comprehension.
 If the student uses all his energy to
decode, there will be little left to
process meaning.
Not knowing HOW to focus on the meaning
(summarizing, determining main ideas, accessing prior
knowledge).
Word Recognition and Other
Reading Related Behaviors
 Word
Recognition assesses student’s
sight vocabulary
 Other Reading and Related Behaviors
may include supplementary tests on
spelling, handwriting or auditory
discrimination
Assessment of Word-Attack Skills
 Associate
letters with sounds
 Syllabication test
 Blending test
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Read syllables and students pronounce them
Students read word parts to pronounce words
Students are given alternative beginning,
middle and ending sounds and asked to
produce words
Group Reading Assessment and Diagnostic
Evaluation
Basic Information:
 Norm referenced
 Standardized
 Administered in a group or individual
 Tests reading achievement
 Students 4-18
 11 test levels (each having two forms)
 Untimed (takes about 1 to 1.5 hours)
Five Components are Assessed
(Subtests)
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Pre-reading (picture matching, picture differences, and
verbal concepts)
Reading Readiness (sound matching, rhyming, print
awareness, letter recognition, same/different words,
phoneme/grapheme correspondence)
Vocabulary (Word reading, word meaning, and
vocabulary)
Comprehension (cloze items and multiple choice)
Oral Language (listening comprehension)
Results
This test provides a
“growth scale value”
score that tracks the
growth in reading
achievement over
several years.
Reliability
Total test score
reliability data are
strong!
Validity
This test was found
to be a “useful
measure of reading
skills”.
Dynamic Indicators of Basic Early
Literacy Skills, Sixth Edition
(DIBELS)
 Screening
and monitoring of progress in
beginning readers
 Three times a year (K-3)
 Seven individually administered tests
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Phonological Awareness
Alphabetic understanding
Fluency
http://dibels.uoregon.edu
2 Measures of Phonological
Awareness
Initial Sounds Fluency
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Assesses ability to identify and produce the
initial sound of a given word
Phonemic Segmentation
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Assesses ability to segment words
/r/ /e/ /s/ /t/
2 Measures of Alphabetic
Understanding
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Letter Naming Fluency
 Assesses ability to name upper and lower
case letters in 1 minute
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Nonsense Word Fluency
 Assesses ability to blend letters from
nonsense words
3 Measures for Fluency
 Oral
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Reading Fluency
Read grade level material for 1 minute
 Retelling
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Retell what they remember
 Word
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Fluency
Use Fluency
Ability to correctly use specific words in
sentences
Scoring DIBELS
Test of Phonological Awareness
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AKA: TOPA 2+ (second edition)
Norm-referenced
Intended to identify students who
need supplemental services in
phonological awareness and
letter-sound correspondence.
Individual or Group
5-8 years
2 forms
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(Kindergarten and Early Elementary)
**Subtests: Phonological Awareness & Letter Sounds
TOPA 2+ Scores
 The
number correct on each subtest is
summed and these can be converted to
percentiles.
 This test determines age equivalency (5
years 11 months or 5-11)
TOPA 2 +
Reliability
The chapter states that “care should be
taken when interpreting the results”
The test is found to be reliable overall.
Validity
“Evidence for validity is adequate”
Dilemmas in Current Practice
 Curriculum
Match
 Test-Curriculum Match
 Selections of Tests
 Use of Generalization