The Empowerment of Teachers: The contribution of Test 2r to Assessment & Learning in the Early Years...

The Empowerment of Teachers: The Empowerment of Teachers:

The contribution of Test The contribution of Test 2r 2r toto

Assessment & Learning in the Early Assessment & Learning in the Early

Years ClassroomYears Classroom

Prepared and presented by

Dr Pauline M Cogan

ILSA Conference September 201211

1.1. Pressure on early years teachers from legislation, Pressure on early years teachers from legislation, policy and research re. early assessment and policy and research re. early assessment and intervention.intervention.

2.2. Barriers to early identification in Ireland.Barriers to early identification in Ireland.

3.3. Research reasons for development of TESTResearch reasons for development of TEST2r.2r.

4.4. The promise of TESTThe promise of TEST2r 2r for elements of National for elements of National

Strategy to Improve Literacy & Numeracy 2011 – 2020.Strategy to Improve Literacy & Numeracy 2011 – 2020.

5.5. TESTTEST2r 2r sound theoretical basis.sound theoretical basis.

6.6. TESTTEST2r 2r phases of development and findings.phases of development and findings.

7.7. TESTTEST2r 2r future work Phase 3 EAST.future work Phase 3 EAST.

Structure of presentation

22

1. Pressure on early years teachers from legislation, policy and research re. early assessment and intervention

• EPSEN Act (2004)EPSEN Act (2004)• NCCA (2005)NCCA (2005)• NCSE (2006)NCSE (2006)• Task Force on Dyslexia (2001)Task Force on Dyslexia (2001)• Learning Support Guidelines (2000)Learning Support Guidelines (2000)• Special Education Circular (24/03)Special Education Circular (24/03)• National Strategy to Improve Literacy & National Strategy to Improve Literacy &

Numeracy among Children and Young People Numeracy among Children and Young People (2011 – 2020)(2011 – 2020)

Legislation & Policy

33

• Gough & Juel (1987)Gough & Juel (1987)• Carter (1984)Carter (1984)• Strag (1972)Strag (1972)• Brooks (2007)Brooks (2007)• Denton, Vaughn & Fletcher (2003)Denton, Vaughn & Fletcher (2003)• Nicolson, Fawcett, Moss, Nicolson & Reason (1999)Nicolson, Fawcett, Moss, Nicolson & Reason (1999)• Hatcher, Hulme, Miles, Carrol, Gibbs, Smith, Hatcher, Hulme, Miles, Carrol, Gibbs, Smith,

Bowyer-Crane & Snowling (2006)Bowyer-Crane & Snowling (2006)• MacLagan (2001)MacLagan (2001)• Singleton, Horne, Thomas & Leesdale (2003)Singleton, Horne, Thomas & Leesdale (2003)• Muter (2003)Muter (2003)

Research

44

2. Barriers to early identification in Ireland

• Assessment Tools from other jurisdictions of Assessment Tools from other jurisdictions of questionable efficacyquestionable efficacy

DEST (1996), DEST2 (2004), COPS (2003), EYES DEST (1996), DEST2 (2004), COPS (2003), EYES (1991), MIST (1993)(1991), MIST (1993)

• Assessment Tools from Ireland Assessment Tools from Ireland

BIAP (1994)BIAP (1994) DTELS (2010)DTELS (2010)

55

2. Barriers to early identification in Ireland (cont’d)

• Major barrier to early identification is absence of Major barrier to early identification is absence of

evidence-based, reliable classroom assessment evidence-based, reliable classroom assessment

tool for teachers in infant/early years classroomstool for teachers in infant/early years classrooms

66

3. Research reasons for development of TEST2r

• Need for wide ranging assessment toolNeed for wide ranging assessment tool• Grounded in current theories of literacy Grounded in current theories of literacy

acquisition and literacy acquisition failureacquisition and literacy acquisition failure• Suitable for pre-readersSuitable for pre-readers• Suitable for children aged 4, 5 & 6Suitable for children aged 4, 5 & 6• Need to provide basis for classroom intervention Need to provide basis for classroom intervention

(assessment for learning, RTI model)(assessment for learning, RTI model)

Many reasons for TEST2r

77

4. The promise of TEST2r for elements of National Strategy to Improve Literacy &

Numeracy 2011 – 2020

• Improvement of teacher knowledge/understanding of early language and literacy development

• Identification of children’s learning needs as early as possible through evidenced-based assessment systems

• Assessment of Junior Infants

• Explicit teaching of structure and function of written and oral language plus building blocks of literacy

88

5. TEST2r - sound theoretical basis

• Phonological Deficit Hypothesis (PDH)

• Working Memory Hypothesis (WMH)

• Double Deficit Hypothesis (DDH)

• Magnocellular Deficit Hypothesis (MDH)

• Cerebellar Deficit Hypothesis (CDH)

99

5. TEST2r - sound theoretical basis (cont’d)

Phonological Deficit Hypothesis (PDH)

Multiple phonological tests – recognition of

long developmental trajectory from

earliest to most sophisticated

phonological awareness (alphabetic

principle, co-articulation, visual- verbal

associative memory)

1010

Working Memory Hypothesis (WMH)

• Presence of several short-term memory and

working memory tests

• Dual route of reading catered for

• Auditory memory (assembled phonology route)

• Spatial memory (direct route to reading & spelling)


1111


Double Deficit Hypothesis (DDH)

DDH = theory that children may have literacy

problems due to a single deficit either in

phonological awareness or in rapid naming.

Other children may have both of these deficits

hence a double deficit.

• Many phonological tests

• Two rapid automatised naming tests

In TEST2r

1212


Magnocellular Deficit Hypothesis (MDH)

MDH = theory that children may have literacy

problems due to anomalous magno or large

cells in any body system – visual, auditory,

somaesthetic, motor

• Several magnocellular type tests

In TEST2r

1313


Cerebellar Deficit Hypothesis (CDH)

CDH = theory that children may have literacy

problems due to subtle cerebellar differences –

difficulty taking literacy skills to automatic

levels.

• Several cerebellar type tests

In TEST2r

1414

6. TEST2r - phases of development and findings

Phase 1 – PilotPhase 1 – Pilot

• 20 teachers trained in sub-test rationale and 20 teachers trained in sub-test rationale and administration – highly specified test administration – highly specified test administration manualadministration manual

• Sub-tests administered to 100 children in Sub-tests administered to 100 children in greater Dublin area (inner city, suburban, rural)greater Dublin area (inner city, suburban, rural)

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6. TEST2r - phases of development and findings (cont’d)

Phase 1 – PilotPhase 1 – Pilot

Data Analysis for : Data Analysis for :

• Floor/ceiling effectsFloor/ceiling effects

• Test/Re-test reliabilityTest/Re-test reliability

• Refined/reduced number of sub-tests for Refined/reduced number of sub-tests for National StudyNational Study

1616


Phase 1 – National StudyPhase 1 – National Study

• 169 teachers trained in sub-test rationale 169 teachers trained in sub-test rationale and administration – test administration and administration – test administration manual manual

• Sub-tests administered to 1041 children Sub-tests administered to 1041 children nationwidenationwide

• Data harvestedData harvested1717


Phase 1 – National StudyPhase 1 – National Study

• Factor Analysis of dataset (reduction method) Factor Analysis of dataset (reduction method)

• 7 Factors revealed (Building Blocks of Literacy?)7 Factors revealed (Building Blocks of Literacy?)

1818


Factor 1Factor 1 Visual - Verbal Correspondence FactorVisual - Verbal Correspondence Factor

Factor 2Factor 2 Rhyme/Memory FactorRhyme/Memory Factor

Factor 3Factor 3 Phoneme Segmentation FactorPhoneme Segmentation Factor

Factor 4Factor 4 Phonemic Segmentation Speed Factor Phonemic Segmentation Speed Factor

Factor 5Factor 5 Spatial Memory FactorSpatial Memory Factor

Factor 6Factor 6 Motor Speed FactorMotor Speed Factor

Factor 7Factor 7 Balance FactorBalance Factor

7 Factors

1919


Visual Verbal Correspondence Factor

Poor readers/spellers have difficulty with:

sound – letter mapping, paired associate learning difficulty weak “word-attack” or spelling skills

2020


Rhyme/Memory Factor

Poor readers/spellers may have difficulty with:

Rhyme families and short term memory

Text Comprehension

Rhyme/Rime connection reading by analogy

spelling by analogy

Recurring visual and auditory word patterns}

2121

6. TEST2r - phases of development and findings(cont’d)

Phoneme Segmentation Factor


Segmenting words in to their smallest sounds (phonemes) Mapping sounds on to corresponding letters

transcription of single phonemes (sounds) to corresponding graphemes (letters/letter groups

Co-articulation

Recognising were a sound appears in a word

2222


Phoneme Segmentation Speed Factor


Developing automaticity of any skill including literacy

Difficulty with speed of phonemic segmentation

Difficulty in reaching procedural (automatic) level of

knowledge cortical cost, glucose cost, loss of

speed and energy attention is engaged in

decoding poor comprehension 2323


Spatial Memory Factor


Localising/sequencing small targets such as letters and

letter segments

Deciding whether lines are oriented at the same/or

different angles take longer to learn letter shapes,

names

Reduced haptic benefit when manipulating letters, shapes2424


Motor Speed Factor


Performing motor tasks

Slower than normally developing children impacting

speech rate, rapid naming of objects, letters, digits,

colours, symbols

Reduced volume of written work

Reduced dual task processing e.g. note taking while

simultaneously listening; concentrating on spelling and

content when writing 2525


Balance Factor


Motor skill – automatisation process even for most

primitive skills such as balance

Slow in meeting motor milestones as children (British

1970 birth cohort)

2626


Phase 2 – Development of Second DatabasePhase 2 – Development of Second Database

• Psycho-educational assessment of 861 of Psycho-educational assessment of 861 of original 1041 children at 10original 1041 children at 10thth birthday birthday

• WISC-IV (FSIQ/GAI)WISC-IV (FSIQ/GAI)

• WIAT-II (Word Reading, Reading WIAT-II (Word Reading, Reading Comprehension, Pseudoword Decoding, Spelling Comprehension, Pseudoword Decoding, Spelling plus other measures) plus other measures)

• WRAT-4 Sentence ComprehensionWRAT-4 Sentence Comprehension

, ,, ,

2727


Phase 2 – Statistical Analysis of both databases: Phase 2 – Statistical Analysis of both databases:

multivariate multiple regressionmultivariate multiple regression

• TEST2r factors viewed as predictorsTEST2r factors viewed as predictors• Intelligence was a co-variateIntelligence was a co-variate• Attainments on WIAT-II and WRAT4 scores were Attainments on WIAT-II and WRAT4 scores were

dependent variablesdependent variables• Gender and DEIS/non DEIS attendance were Gender and DEIS/non DEIS attendance were

control variablescontrol variables

, ,, ,

2828


Phase 2 – Multiple Regression Results Phase 2 – Multiple Regression Results

• 7 TEST7 TEST2r 2r factorsfactors significantly related to Reading, significantly related to Reading, Spelling & ComprehensionSpelling & Comprehension

• Strong prediction independent of intelligenceStrong prediction independent of intelligence

• Analysis of additional variance accounted for by Analysis of additional variance accounted for by TESTTEST22r factors confirmed they added significantly to r factors confirmed they added significantly to the prediction equation independently of IQ – mainly the prediction equation independently of IQ – mainly for reading and spellingfor reading and spelling

• Multivariate analysis of variants indicates that TESTMultivariate analysis of variants indicates that TEST2r 2r is equally applicable to identifying at risk learners in is equally applicable to identifying at risk learners in DEIS and non DEIS schoolsDEIS and non DEIS schools 2929


Phase 2 – Multiple Regression ResultsPhase 2 – Multiple Regression Results

• 3 VERY POWERFUL FACTORS predicted Reading 3 VERY POWERFUL FACTORS predicted Reading ANDAND Spelling at 4, 5 and 6 Spelling at 4, 5 and 6

• Visual Verbal CorrespondenceVisual Verbal Correspondence• Rhyme MemoryRhyme Memory• Motor SpeedMotor Speed

• 2 POWERFUL FACTORS predicted both Reading and 2 POWERFUL FACTORS predicted both Reading and Spelling for 5 and 6 year oldsSpelling for 5 and 6 year olds

• Phoneme Segmentation – not administered to 4 year oldsPhoneme Segmentation – not administered to 4 year olds• Spatial MemorySpatial Memory 3030


Phase 2 – Multiple Regression ResultsPhase 2 – Multiple Regression Results

• Another POWERFUL FACTOR predicted Reading for 5 Another POWERFUL FACTOR predicted Reading for 5 and 6 year olds and Spelling for 6 year oldsand 6 year olds and Spelling for 6 year olds

• Phoneme Segmentation Speed - not administered to 4 Phoneme Segmentation Speed - not administered to 4

year oldsyear olds

• Balance Factor was less powerful and predicted Balance Factor was less powerful and predicted Reading performance for 4 year olds and Spelling for Reading performance for 4 year olds and Spelling for 5 year olds5 year olds

3131


Phase 2 – ResultsPhase 2 – Results

• Predictive Subtests in Factor 1 (Visual Verbal Predictive Subtests in Factor 1 (Visual Verbal Correspondence)Correspondence)

• Letter Knowledge: Upper Case Letter: Total Letter Knowledge: Upper Case Letter: Total • Letter Knowledge: Lower Case Letter: Total Letter Knowledge: Lower Case Letter: Total • Letter Sound Array: Total Number Fully Correct Letter Sound Array: Total Number Fully Correct • Alliteration: Total Score Alliteration: Total Score • Alliteration Oddity: Total Score Alliteration Oddity: Total Score • Phonetic Spelling: Total Score Phonetic Spelling: Total Score

3232



• Predictive Subtests in Factor 2 (Rhyme/Memory)Predictive Subtests in Factor 2 (Rhyme/Memory)

• Rhyme Recognition 1: Total ScoreRhyme Recognition 1: Total Score• Timed Rhyme Generation: Average number of Timed Rhyme Generation: Average number of

generated Items generated Items • Digit Span Forward: Total Score Digit Span Forward: Total Score • Non-Word Repetition: Total Score Non-Word Repetition: Total Score • Rhyme Recognition Oddity: Total Score Rhyme Recognition Oddity: Total Score

3333



• Predictive Subtests in Factor 3 (Phoneme Predictive Subtests in Factor 3 (Phoneme Segmentation)Segmentation)

• Non-Word Reading: Total ScoreNon-Word Reading: Total Score• Phoneme Deletion Final Consonant: Real Word Phoneme Deletion Final Consonant: Real Word

Remaining Number Correct Within TimeRemaining Number Correct Within Time• Initial Phoneme Deletion: Initial Consonant Cluster: Initial Phoneme Deletion: Initial Consonant Cluster:

Number Correct Within Time Number Correct Within Time • Final Phoneme Deletion: Non-Word Remaining: Final Phoneme Deletion: Non-Word Remaining:

Number Correct Within TimeNumber Correct Within Time3434



• Predictive Subtests in Factor 4 (Phoneme Predictive Subtests in Factor 4 (Phoneme Segmentation Speed)Segmentation Speed)

• Phoneme Deletion: Final Consonant: Real Word Phoneme Deletion: Final Consonant: Real Word Remaining: Average TimeRemaining: Average Time

• Initial Phoneme Deletion: Initial Consonant Initial Phoneme Deletion: Initial Consonant Cluster: Average TimeCluster: Average Time

• Final Phoneme Deletion Non-Word Remaining: Final Phoneme Deletion Non-Word Remaining: Average TimeAverage Time

3535



• Predictive Subtests in Factor 5 (Spatial Memory)Predictive Subtests in Factor 5 (Spatial Memory)

• Spatial Memory Test 1: Forward Total Score Spatial Memory Test 1: Forward Total Score • Finger Localisation: Hand Hidden Single Finger Finger Localisation: Hand Hidden Single Finger

Touched Touched • Finger Localisation: Hand Hidden Two Fingers Finger Localisation: Hand Hidden Two Fingers

Touched Touched • Copy Test: Total Score Copy Test: Total Score • Squirrel Memory: Forward: Total Score For All Levels Squirrel Memory: Forward: Total Score For All Levels • Squirrel Memory: Reverse: Total Score For All Levels Squirrel Memory: Reverse: Total Score For All Levels

3636



• Predictive Subtests in Factor 6 (Motor Speed)Predictive Subtests in Factor 6 (Motor Speed)

• Dowel Placing Test 1: Speed of Dowel PlacementDowel Placing Test 1: Speed of Dowel Placement• RAN Objects : Total Score RAN Objects : Total Score • RAN Digits Test : Total Score RAN Digits Test : Total Score

3737



• Predictive Subtests in Factor 7 (Balance)Predictive Subtests in Factor 7 (Balance)

• Balance Test Total One Foot: Dual Task Score Balance Test Total One Foot: Dual Task Score • Balance Test Total One Foot Balance Single Task Balance Test Total One Foot Balance Single Task

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Conclusions from Phase 2Conclusions from Phase 2

TESTTEST2r2r• Significantly predicted literacy difficulties up to 6 Significantly predicted literacy difficulties up to 6

years post initial screeningyears post initial screening

• At least one-third of those who experienced At least one-third of those who experienced difficulties could have been predicted 6 years earlierdifficulties could have been predicted 6 years earlier

• Prediction was independent of intelligencePrediction was independent of intelligence

• Explained all the variability in literacy performance Explained all the variability in literacy performance associated with attendance in DEIS and non DEIS associated with attendance in DEIS and non DEIS schoolsschools

• Can be used to screen Junior Infants, Senior Infants, Can be used to screen Junior Infants, Senior Infants, 11stst Class Class 3939

7. TEST2r EAST : Future Work Phase 3

Produce publisher quality subtests

• Fieldwork: Test/Re-test reliability study

• Short term validation using Drumcondra Test of Early Literacy (D-TELS)

• Reduced number of subtests

4040

7. TEST2r EAST : Future Work Phase 3 (cont’d)

To achieve these objectives

• Collaborate with 200 volunteer early years or Learning Support teachers nationally who will receive training in the reasons for literacy acquisition and failure and training in test administration protocols.

4141

7. TEST2r EAST : Future Work Phase 3 (cont’d)

Once identified as ‘at risk’ for literacy failure, what to do for the child?

• Each subtest is a signpost to intervention

• Existing resources identified

• Others resources developed

4242

7. TEST2r future work Phase 3 EAST (cont’d)

• TEST2r

Early Assessment & Support for Literacy Teaching

• Early screening and diagnostic tests• Teacher’s Guide (traditional and interactive; signposts for intervention)• Online facility• Local clusters of expertise• Online support platform

4343

Acknowledgements

• ILSA for funding throughout Phases 1&2ILSA for funding throughout Phases 1&2• DES for funding Phase 2DES for funding Phase 2• INTO and participating primary teachers• Retired teachers network• Prof Ray Fuller, School of Psychology, Trinity College DublinProf Ray Fuller, School of Psychology, Trinity College Dublin• Dr Michael Gormley, School of Psychology, Trinity College DublinDr Michael Gormley, School of Psychology, Trinity College Dublin• Dr Therese McPhillips, St Patrick’s College, DrumcondraDr Therese McPhillips, St Patrick’s College, Drumcondra• Dr Donal McAnaneyDr Donal McAnaney• The Blackrock Education Centre, Co DublinThe Blackrock Education Centre, Co Dublin• The Education Centres of - Athlone, Cork, Drumcondra, Enniscorthy, The Education Centres of - Athlone, Cork, Drumcondra, Enniscorthy,

Limerick, SligoLimerick, Sligo • 200 National Schools and their principals• Sessional Psychologists and their Supervisors• 1041 children and their parents• Reads of Nassau Street (printers)• Maeve Heffernan Project Co-Ordinator• Special thanks to Dr Seamus Cannon & Mr Pat Seaver Blackrock Education

Centre

The availability of an Early Screening Test which is valid and The availability of an Early Screening Test which is valid and

reliable makes everybody in the educational community a reliable makes everybody in the educational community a

winner. Children and families are helped, teachers are winner. Children and families are helped, teachers are

empowered, schools are more efficient, budgets are reduced empowered, schools are more efficient, budgets are reduced

and literacy is raised. TESTand literacy is raised. TEST2r 2r will soon be available thanks to will soon be available thanks to

children and their parents, teachers and their schools and all children and their parents, teachers and their schools and all

stakeholders involved in this project. Any teacher who stakeholders involved in this project. Any teacher who

wishes to be involved in the final phase of this project can wishes to be involved in the final phase of this project can

register their interest at - register their interest at - [email protected] or or

at mobile number (087) 2357142 or the sign-up sheet as your at mobile number (087) 2357142 or the sign-up sheet as your

expression of interestexpression of interest4545

Brooks, G. (2007). What works for pupils with literacy difficulties? The effectiveness of intervention schemes (3rd ed.) London: Department for Children, Schools and Families. See also www.interventionsforliteracy.org.uk

Carter L.F. (1984). The Sustaining Effects Study of Compensatory and Elementary Education. Educational Researcher, 13(7), 4 – 13.

Clerehugh, J., Hart, K., Pither, R., Rider, K., & Turner, K. (1991). Early Years Easy Screener (EYES). Windsor, Berks: NFER-Nelson.

Denton, C.A., Vaughn, S. & Fletcher, J.M. (2003). Bringing Research-Based Practice in Reading Intervention to Scale. Learning Disabilities Research & Practice, 18(3), pp.201

Department of Education and Science (2000). Guidelines for Learning Support. Dublin: Government Publications.

Department of Education and Science (2001). Report of the Task Force on Dyslexia. Government Publications Office, Dublin

Department of Education and Science (2003) SpEd 24/03 Allocation of Resources for Pupils with Special Needs in Primary Schools

Department of Education and Skills, (2011). Literacy and numeracy for learning and life: The national strategy to improve literacy and numeracy among children and young people 2011-2020. Dublin: Government Publications.

Education of Persons with Special Educational Needs (EPSEN) Act (2004)Government Publications Office, Dublin

Educational Research Centre. (2010). Drumcondra Test of Early Literacy Scoring Booklet. Dublin: Author. Educational Research Centre. (2010). Drumcondra Test of Early Literacy Administration and Technical Manual. Dublin: Author.

Gough, P., and Juel, C. (1987). The first stages of word recognition. Unpublished manuscript. University of Texas at Austin.

References

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Hannavy, S. (1993). The Middle Infant Screening Test(MIST) and Forward Together Programme: NFER – Nelson.

Hatcher, Hulme, Miles, Carrol, Gibbs, Smith, Bowyer-Crane & Snowling (2006)

MacLagan, F. (2001). Theory and Intervention: A Complete Analysis for Children With Learning Difficulties. University of Sheffield.

Spelmanm B, and McHugh B (1994) BIAP (Belfield Infant Assessment Profile)

Muter, V. (2003). Early Reading Development and Dyslexia: Whurr.

National Council for Curriculum and Assessment (2005) Towards a Framework for Early Learning: Final Consultation Report. Available at: http://www.ncca.ie/en/Publications/Reports/Towards_a_Framework_for_Early_Learning_Final_Consultation_Report.pdf

National Council for Special Education. (2006). Implementation Report: Plan for the Phased Implementation of The EPSEN Act 2004.Assessment in Primary School 2005: Supporting Assessment in School: Dublin Stationery Office.

Nicolson R. I., and Fawcett A.J (1996). The Dyslexia Early Screening Test (DEST2). The Psychological Corporation

Nicolson R. I., and Fawcett A.J (2004). The Dyslexia Early Screening Test (DEST-2). The Psychological Corporation

Nicolson, R. I., Fawcett, A. J., Moss, H., Nicolson, M. K., & Reason, R. (1999). Early reading intervention can be effective and cost-effective. British Journal of Educational Psychology, 69(1), 47-62.

Singleton, C., Horne, J., Thomas, K., & Leesdale, R. (2003). Lucid Rapid Dyslexia Screening. Beverly, East Yorkshire: Lucid Research Limited.

Strag, G.A. (1972). Comparative behavioural ratings of parents with severe mentally retarded, special learning disability and normal children. Journal of Learning Disabilities 5: 52 - 56

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