Transcript Gathering Initial Data

Gathering Initial Data
Gathering Initial Data
• Traditionally, the informal reading inventory
has been used to determine levels of
instruction.
• Teachers also establish whether reading the
print or constructing meaning is a concern by
comparing performance when students read
orally and silently.
Gathering Initial Data
• If teachers are unfamiliar with the students' reading
performance, they use an informal reading inventory to
estimate a reading level and decide whether a print
processing pattern or a meaning processing pattern
emerges as a strength for students.
• As teachers work with students, they ask themselves,
"What processes do these students use to construct
meaning with text?
• Do they have difficulty recognizing the words (print
processing), understanding the content (meaning
processing), or both, Since reading requires students to
use both.
Gathering Initial Data
• Establishing the Level of Student
Performance
• To gather data about the instructional reading
performance, teachers sample students‘
reading behavior across levels of text difficulty
to identify their level of performance.
• They often use an informal reading inventory,
a series of graded passages that range in
difficulty from first grade to junior high.
Gathering Initial Data
• To determine the reading levels of their
students, teachers can administer passages
from a published informal reading inventory,
such as the Basic Reading Inventory (Johns,
2008) or the Qualitative Reading Inventory
(Leslie & Caldwell, 2011).
• Levels of performance can be established for
both oral and silent reading.
Gathering Initial Data
• Independent Reading Level.
• The student's independent reading level
provides an estimate of the level at which the
student can read fluently with few miscues
and maintain a high level of comprehension.
• Word identification and comprehension
• criteria for independent reading are 99% for
oral reading accuracy and 90% for answering
comprehension questions.
Gathering Initial Data
• When readers know most of the words and
concepts, they can focus their attention on
constructing meaning.
• In other words, they can independently read the
text, making a variety of connections.
• When readers know most of the words and
concepts, they can focus their attention on
constructing meaning. In other words,they can
independently read the text, making a variety of
connections.
Gathering Initial Data
• Instructional Reading Level.
• The student's instructional reading level
provides an estimate of the level at which the
student's understanding is competent.
• This is most appropriate for classroom reading
instruction.
• Word identification of 95% accuracy and 75%
comprehension provide an estimate of
instructional reading level.
Gathering Initial Data
• However, the range between independent and
frustration level includes both (a) the
acceptable instructional level used within a
classroom setting and (b) a borderline range,
which is often used in one-to-one tutoring or
for extended diagnosis.
Gathering Initial Data
• The borderline region represents a text level
(90% to 94% on oral reading accuracy and 50%
to 74% on comprehension questions) that is
moderately difficult and is only appropriate
for one-on-one instruction with a high level of
support from an effective teacher.
Gathering Initial Data
• Frustration Reading Level.
• The student's frustration reading level
provides an estimate of the level at which the
reader is not fluent, has little recall of textual
information, and has difficulty employing
reading strategies.
• No instruction, including seatwork, is viable
when students read at this level.
Gathering Initial Data
• Adding a fluency rating.
• As students are reading the informal reading
inventory, their fluency may be inhibiting their
reading.
• Teachers can holistically rate fluency using a
fluency rating scale.
• As they are marking oral reading, they may
notice differences in fluency among the
paragraphs
Gathering Initial Data
• A rating of 1,2,3, or 4 can expand information
gathered from the informal reading inventory.
• Sometimes the informal reading inventory
does not reveal a problem with oral reading
(few substitutions, omissions, or prompts),
but the phrasing seems atypical.
Gathering Initial Data
• These students read like their word
recognition is not automatic enough to pay
attention to phrasing and expression typical of
fluent reading.
• print processing must also be evaluated by
rating fluency.
Gathering Initial Data
• Analyzing the Results from the Informal
Reading Inventory
• After administering the informal reading
inventory, teachers analyze the student's
reading performance for both oral and silent
reading by summarizing the data on a
summary sheet.
Gathering Initial Data
• From this information, teachers can decide
the processing pattern-print or meaning
processing-that readers use most effectively.
• For teachers, this initial decision will begin
their analysis of how their students are
approaching reading.
• Teachers establish the processing pattern to
further their knowledge about readers.
Gathering Initial Data
• When the instructional level for both oral and
silent reading has been established,teachers
compare the highest level of competent
performance on oral and silent reading.
• They think about the instructional level for
oral reading and silent reading, realizing that
they need to establish a level at which the
students will profit from instruction.
Gathering Initial Data
• Teachers select the lower level of oral or silent
reading to establish a level for reading
instruction.
• For example, Ricardo, a beginning third grader,
was having difficulty with reading.
• Harriet, his teacher, assessed Ricardo's reading
and put his scores on a summary sheet (see
Tables 5-2).
Ricardo’s Scores
•
Grade
Level
Fluency
Miscue
Rate
Oral
Comprehe
nsion
Written
Comprehe
nsion
PP
2
1/17
80%
Not Given
P
2
1/13
70%
80%
1
1
1/13
70%
70%
2
1
1/9
65%
70%
3
1
1/7
60%
65%
Gathering Initial Data
• Emergent Literacy Stage
• Many young children may not have scored within
the independent or instructional range on any
paragraph on the informal reading inventory.
• Thus, they fall within the emergent stage of
literacy.
• Teachers refer to the major tasks of the emergent
stage of literacy development and then select
further assessments.
Gathering Initial Data
• Concepts About Print
• As children read books with others, they begin to
notice some basic conventions about written
language.
• We call these early understandings concepts
about print.
• They involve such things as understanding what
we read (the printed words), where the print
begins, what a word is, and reading left to right
Gathering Initial Data
• They also involve the notion that print carries
meaning.
• In assessing concepts about print, teachers
can use any simple picture book.
• While looking at the book, teachers ask the
child a series of questions about book
knowledge.
Gathering Initial Data
• Speech to Print Match
• As these readers become aware of the print
on the page, they begin to match their speech
to the words on the page.
• This emerging ability precedes actual reading.
Gathering Initial Data
• After the teacher reads a sentence, emergent
readers are able to repeat a line of print with
the appropriate number of words.
• Reading all the words correctly is not
important.
• The child simply repeats the sentence,
retaining the meaning and sentence length.
Gathering Initial Data
• Knowledge of Letter Names
• Another assessment for young children is
knowledge of letter names.
• As young students notice the features within
their social environment, they also notice the
distinctive features of words, which are the
letters.
Gathering Initial Data
• Letter name knowledge assessed before first
grade has consistently been the best predictor
of success in reading at the end of first grade.
• In this assessment, students simply say the
name of the letter as teachers point to the
letter and record the students' response.
Gathering Initial Data
• Phonological Awareness
• Another area teachers can assess is the young
students' phonological awareness.
• Teachers assess phonological awareness to
ascertain what levels of sound knowledge
students have.
• Phonological awareness assessments indicate
whether they have developed understandings
about how sounds work in words
Gathering Initial Data
• It is a listening assessment where teachers ask
students if they can hear rhymes in words, the
syllables of words, and the sounds in words.
• Many informal reading inventories include an
informal assessment for phonological
awareness.
Gathering Initial Data
• Putting Assessments to Work
• Using the information from the assessment,
teachers may decide to do some letter knowledge
activities or sound-building activities or both
during the strategy or skill lesson.
• In addition to these activities, they select easy,
predictable books that can be learned quickly and
read repeatedly to develop word identification.
Gathering Initial Data
• Early Developing Literacy Stage
• Because the students can read longer stories,
they encounter unfamiliar words that are not
contained in their sight vocabularies.
• Therefore, emerging readers develop new
ways to figure out unfamiliar words.
Gathering Initial Data
• Along with this increasing word identification,
children begin to read longer stories.
• Therefore, reading changes from a shared oral
experience to silent reading and discussion.
• This discussion initially focuses on retelling
what happened in the story; therefore,
student's knowledge of story grammar is
important to assess.
Gathering Initial Data
• Word Identification
• As young children read along with adults, they
begin to recognize a few words.
• These words become more familiar as they
repeatedly appear in the text that is read
together.
• Recognizing these words is known as word
identification.
• Word identification ability is often used to
estimate a reading level
Gathering Initial Data
• Thus, using an assessment of word identification
can provide guidance for instruction.
• Most informal reading inventories include a word
identification assessment, which includes lists of
words representing frequently read words at a
particular grade level.
• This ability to identify words provides an
understanding of how the student can recognize
words in a passage or a story.
Gathering Initial Data
• Phonemic Awareness
• As children begin to look for letter patterns in
unfamiliar words and map those letter
patterns to familiar letter-sound patterns in
already known words, they engage in
decoding by analogy.
• Thus, young children begin to develop phonic
knowledge by recognizing rime patterns in
words.
Gathering Initial Data
• This builds on their oral phonological abilities
that developed during emergent literacy.
• As children begin to recognize more words,
their spontaneous use of decoding analogies
grows.
• Knowledge of the printed words helps to
develop a fund of decoding analogies based
on onset and rime patterns.
Gathering Initial Data
• Children use phonemic awareness in
combination with decoding strategies to figure
out longer, more complex words.
• Phonemic awareness is the ability segment and
synthesize sounds.
• The ability to segment sounds (separate the
sounds in words) and synthesize sounds (blend
individual sounds to form words) is essential to
decoding words during this stage.
• Segmenting sounds can be easily measured.