SPC ED 587 Reading Methods MR/SDBefore Beginning AssessmentOrganizing Assessment: Areas to EvaluateSlide 4Slide 5Evaluating What Students Understand About PrintSlide 7Attitudes Toward LiteracyPhonological AwarenessSlide 10Slide 11Reading (Word Recognition) LevelsSlide 13Slide 14Running RecordsSlide 16Slide 17Slide 18Informal reading inventory (IRI) –Interpreting IRIAlternate Ways to Assess Reading ComprehensionReading FluencyAssessing WritingSPC ED 587Reading Methods MR/SDAssessment: Part ISeptember 6, 2006Before Beginning Assessment•Ensure maximum access to print/picture/logo/writing materials, etc.–Positioning–Assistive technology needs–Sensory issues that require modification of materials (e.g., increasing size of print or picture)Organizing Assessment: Areas to Evaluate•Student’s language level (if appropriate)–Intentional communication? Symbolic communication? •Symbol recognition (if appropriate)–Might include sight words or be limited to concrete objects, photographs, or picsyms•Listening & Speaking vocabulary–E.g., Observation; Peabody Picture Vocabulary (ask SL/P)•Phonological awareness (if appropriate)–E.g., observation, Dibbles, Yopp-Singer•Student’s understanding of print & attitudes toward reading/literacy activities–E.g., Concepts About Print; Early Literacy Checklist; Parent & Student Interviews•Word Recognition Skills –Automatic and mediated word recognition–Phonological awareness; phonemic awareness; letter name/sound knowledge; single words; connected text•E.g., running records w/ miscue analysis, Informal reading inventories; standardized instruments, such as W-JR; CBM; etc.; Yopp-Singer; C-TOPPOrganizing Assessment: Areas to Evaluate•Reading & Listening comprehension–E.g., Informal reading inventories; Gray Oral Reading Test; story re-telling checklists; story grammar maps •Reading fluency–E.g., CBM procedures using fluency norms•Writing (composing text)–E.g., rubrics or classroom based assessments•Attitudes toward literacy–E.g., Reading attitude surveys; observations, interviewsOrganizing Assessment: Areas to EvaluateEvaluating What Students Understand About Print•Examples: Concepts About Print Checklist of Early LiteracyCategory/Item Always Sometimes NeverAttitudes Toward Reading & Voluntary Reading BehaviorVoluntarily looks at or reads booksAsks to be read toListens attentively while being read toResponds with questions and comments to stories read to him or herConcepts About BooksChecklist for Assessing Early Literacy Development(D. Katims, 2000)Name: Date:Attitudes Toward Literacy•Parent and student interviews•ObservationPhonological Awareness•Example: Yopp-Singer•Also see reading for next week (Copeland & Calhoon for additional ways to assess with students with complex communication needs)Reading (Word Recognition) Levels•Independent level–Recognize minimum of 99% of words/comprehend 90%•Instructional level–Recognize minimum of 95% of words/comprehend 75%•Frustration level–Recognize less than 90%/comprehend less than 50%•Listening comprehension level–Comprehend 75% of material read to her/himExample of Assessment of Single word readingWord Recognition•Running Records – method of assessing oral reading skills–Looking at student’s errors (and analyzing to see what types they are): –self-corrections, –Repetitions and re-readings, –hesitations, and –requests for help•Use material at student’s instructional level•Record student performance on top line/text on bottom line•Calculate % of errors•Can also examine comprehension w/ running records by using re-tellings, summarizing, etc.Running Records•Miscue analysis – method to examine types of errors student is making (using info from running record)–Use materials at independent or instructional level–List errors made and categorize according to type of error •Semantic (meaning related)•Graphophonic (visual, phonic)•Syntactic•Self-corrected•Nonword–Calculate % for each type of errorThe statue [student] answered the question.It was as light as a father [feather].The boy walked tomorrow [through] the door.Words Meaning Visual SyntaxText Child Self-CorrectionSimilar Meaning?Graphophonic similarity?Grammatically acceptable?grumblegrumbly Xalways -didn’t did not X X XI’ll I X X Xmove make X Xscarf cafr Xof or Xmy me X Xscarf self Xtaken take X Xscarf scafer Xthat they X Xmay maybe Xstill sit XAnalysis: Seth overrelies on visual cues and rarely self-corrects errors.Tompkins, G. (2007). Figure 3-2 Miscue analysis of Seth’s errors. (p. 79(Informal reading inventory (IRI) –•Assess student’s reading level and reading and listening comprehension–Graded Word Lists (single words)–Graded Reading Passages •Reading comprehension•Listening ComprehensionInterpreting IRI•Difference between listening and instructional levels•Difference between instructional/frustration levels•Differences between word recognition and comprehension•Word recognition in context vs. in isolation•Reading strategies used•Reading rate, hesitations, repetitions•Background knowledge•Type of comprehension questions student answered/missedAlternate Ways to Assess Reading Comprehension•Re-telling (with/ or w/o picture support)•Think-aloudsReading Fluency•Calculate rate (# of correctly read words/time)•Also observe phrasing (chunking), hesitations, prosody (stress and intonation)Assessing Writing•Teacher-made rubrics and