Presenters:
Kay Macartney (APL&S Tamworth)
Reading Assessment Tools – Supporting Students with Difficulties in Reading
Learning Intention To inform teachers about reading assessment tools.
http://www.curriculumsupport.education.nsw.gov.au/timetoteach/
Assessment Introduction Welcome to the NSW Department of Education and Training Assessment and Reporting site. The site has been developed to assist schools in implementing policy requirements Curriculum planning and programming, assessing and reporting to parents K-12 released in December 2005. The site offers practical support around Consistency in Teacher Judgement processes, Assessment 'of' and 'for' learning, a variety of assessment strategies for teachers to access and professional support opportunities for teachers in 2008. Use the navigation links on the left hand side of this page to access relevant areas. Teachers can also access the Department's updated Principles of Assessment and Reporting in NSW Schools document which replaces the Principles statement released to schools in 1996. We welcome your feedback and comments on the new site.
Curriculum Planning, Programming, Assessing and Reporting to parents K-12
What does the policy say about assessment? Schools plan assessment:
Ø to inform teaching and learning
Ø to monitor and evaluate student progress
Ø which supports all students to demonstrate their achievement of outcomes
Ø when developing teaching programs
Ø which uses a variety of assessment processes and includes formal and informal activities
Ø activities that incorporate adjustments provided to support student learning
Understanding Dyslexia and Significant Difficulties in Reading (online course)
Ø What do I want my students to learn? Ø Why does that matter? Ø What do I want the students to do? Ø How well do I expect them to do it?
4 Quality Teaching Questions
Teaching makes a difference Ø The variance between teachers can impact on
student learning by 30% (Hattie, J. (2003) Teachers make a difference: What is the research evidence? University of Auckland).
Ø Students who experience difficulties in learning to read require effective instruction that is both targeted and intensive.
Ø Training teachers to understand dyslexia and other reading problems supports the early identification and response to the learning needs of students.
Understanding Dyslexia and Significant Difficulties in Reading (online course)
Tier 1 – Universal instruction All learners Formative assessment. The class teacher monitors and responds to the progress made by individual learners and adjusts their teaching accordingly.
Learners not making expected progress at Tier 1 Require specific level curriculum based assessments.
Tier 3 – Intensive instruction Learners not making expected progress at Tier 2 Further assessments to supplement those completed in school. Understanding Dyslexia and Significant Difficulties in Reading (online course)
Response to Intervention is a tiered approach for both assessment and interventions
Few
Some
All
A tiered approach to assessment
1. Phonological /Phonemic Awareness
2. Phonics 3. Accuracy and Fluency 4. Vocabulary 5. Comprehension
5 Essential Elements of Early Reading
The most effective teaching programs for reading are: Ø grounded in evidence based research Ø explicit and systematic Ø phonically based Ø structured and sequential so that easier skills are taught first Ø cumulative with each step mastered before progressing to
the next step
Understanding Dyslexia and Significant Difficulties in Reading ( online course)
Effective Reading Programs
1. Gather information already available. For example; Teacher observations, work samples, NAPLAN
results, class tests, end of unit tests, year tests.
2. Use the Individual Assessment of Reading to assess aspects of reading that have not already been assessed. 3. Complete the co-occurring difficulties checklist. Understanding Dyslexia and Significant Difficulties in Reading (online course)
Carrying out your own assessment
In order to provide an individualised reading plan which has: Ø targeted instruction Ø frequent instruction Ø practice opportunities Ø feedback on their performance.
Our Focus Individual Assessment of Reading
Ø Running Records (PM Benchmark Kit / levelled readers)
Ø Letter Identification Score Sheet (Reading Recovery) Ø Educheck Ø SPAT Sutherland Phonological Awareness Test Ø Johnson / 100 Most Used Words Ø From Assessment to Programming ( tools &
comprehension ) Ø NAPLAN follow up
Reading Assessment Tools
Running Record Ø PM Benchmark Kit Ø Levelled readers
Running Record for Year 4 Student Ø Level 16 - Instructional Level 92.6% accuracy Ø Fluency 56 cpwm ( Year 4 expected 115-125cwpm) Ø Using all sources (meaning, structure and visual information)
to problem solve unknown words, however sources are not being used in an integrated way. Mostly using initial visual information & sometimes using final visual information.
Ø Using visual information to self correct. Ø Self correction rate 1:2.4 Ø Mostly monitoring but not consistent. Ø Some rereading to gather meaning.
Letter Identification Score Sheet Ø Single sounds known Ø Alphabet response Ø Word response Ø Confusions
Reading Recovery
Educheck Neal Phonemic Skills Screening Test
seen
pert
raid
bum
oats
meal jaw cart ray firm head curt loom fowl nigh mall tow guy
ck engaged
FROM ASSESSMENT TO PROGRAMMING Assisting students requiring additional support in reading Part 1 -Assessment
Specific level assessment tasks
educheck Developing behaviouraland instructionalsolutions
NEAL PHONEMIC SKILLS SCREENING TEST
NAME: AGE: DATE:
LETTER PHONEMIC SOUNDS SKILLS
a if up at on pug wit fez m cv s lag zip bud yen rod wax jut eve e
r chop thick shun whet chuck chess d consonant f quiz which thud lash quit shock digraphs i
t swim spat trot grim drum flog glen n consonant e skip bled crab twig scab fret plop blends ccve 0 ..
h wept gulp zest list colt bust limp fold u cons. blends g tiff next ramp sink rift yell kelp jazz cvcc & double I consonants
w hitch scrub strap fetch thrip botch v cons.blends p splat bunch shrug clutch prompt strict 3 consonants/ b digraphs
y cube hive cute nape mile poke lame wage long vowels X cvccand j vice globe rote slate gripe crime graze froze c:Onsonant z blef¥1 ccvc
qu loin hom coax th vowel er gout laud pew digraphs/ sh hoe soy thief diphthongs
wh picnic visit cricket umbrella expect reject compound ch hopeless undertake pressing wicked message sufftx, preftx,
multi syllable words
00 lamb measure blind canyon dispute ration oa Mise or salmon knit various gnaw initial vague
wrong phrase cough echo concise physics
ai gac kez vum hon jis al Pseudowords ea chen thack shol whid quox ou
ar Dagmar Neal A.U.A., Dip. T. (Adel.), B.A.. M.A. (Macq.) Educheck 1988 ir Permission to reproduce granted (First Developed 1984) ur
a m s
e r d f
i t n c
o h u g
l w v p
b y x j
z qu th er
sh wh ch ck
oo ea
oa ou
or ar
ai ir
al ur
Educheck Neale Phonemic Skills Screening Test
Used to gauge reader’s use of phonological word processing skills
Ø Does reader refuse to respond, wait to be told? Ø Can the reader use ‘sounding out’ skills? Ø Does the reader ‘sound out’ but is unable to synthesise the word? Ø Is the reader fluent? Ø Does the reader have a long response delay (more than 2-3 seconds?
SPAT - Sutherland Phonological Awareness Test
Ø Measures student’s phonological awareness
Ø Identifies student’s skills – strengths and weaknesses eg syllable counting, rhyme detection, rhyme production, cvc blending, onset identification, final phoneme identification, cvc segmentation, segmentation – blends, etc .
A. SYLLABIC AND SUBSYLLABIC LEVEL 1. SYlLABLE COUNTING *Stimulus Page 1 Demo: kangaroo Practice: alligator picnic.................... television............... elephant................. supermarket............
/4 p E F + 1-
2. RHYME DETECTION * Stimulus Page 1 Demo: cat, bell. bat Practice: pig, dig,cup map, tap, kite.......... sun, shirt, gun......... fox. box, zip........... wall, fish, ball.........
14 p E F +I-
3. RHYME PRODUCTION Demo: can, fan ... man Practice: cat, fat, ... night, fight,............ toe, show,.............. bed, red,................. four, sore,..............
14 p E F +I-
4. lDENTIFICATION OF ONSET Demo: ball Practice: sun fat....................... moon................... torch.................... girl......................
14 p E F +I- B. PHONEMIC LEVEL (CVC) 5. lDENTIFICATION OF 6. SEGMENTATION (1) ANAL PHONEME * Stimulus·Page 1 Demo: game Demo: up
7. BLENDING (VC, CV, CVC) Demo: i, ce Practice: m,oo, n S, ee.................... d. ay.................... r, oa, d................. (J a, te................. ""
14 p E F + 1-
8. DELETION OF lNITIAL PHONEME Demo: boat (-b) Practice: meat (-m) tame (-t)................ shout (-sh)............. bark (-b)............... mat (-m)...............
14 p E F +I-
Practice: boot bus...................... cap...................... roof..................... duck....................
14 p E F + 1-
Practice: pin am...................... go...................... seat..................... mug....................
14 p E F +I- c. PHONEMIC LEVEL (BLENDS) 9. SEGMENTATION (2) *Stimulus Page 1 F Demo: sleep D Practice: snake trip..................... spoon.................. g beast.................... p bond....................
14 p E F + 1-
10.CC BLENDS: DELElE IRST PHONEME emo: play (-p)
Practice: clap (-c) smile (-s).........._,.... ruff (-g).............
late (-p)............... swing (-s)..............
14 p E F +I-
11. CC BLENDS: DELElE SECOND PHONEME Demo: brake (-r) Practice: smack(-m) stale (-t)................ plain (-1)................ frog (-r)................ slash (-1)...............
14 p E F + 1-
Scoring: P: Pass = 3 or 4 correct E: Emergent = 1 or 2
correct F: Fail = 0 correct +1- Referto Table 1:
Skills Analysis Subtotal: 144
D. GRAPHEME-PHONEME CORRESPONDENCES 12. NON-WORD READING * Stimulus Page 2 Write in child's response. Score I or 0.
ig .................................................. taf ...............................................
spob ··········································· mesk ..........................................._. scrad ........................................... fouse ............................................ ripadal ..........................................
17
13. NON-WORD SPEll.ING Dictate words. Use spare sheet of paper. Score I or 0.
af ............................................... rog ............................................. speg ............................................
visk ...................................................... strom .............................................
bouse .......................................... makidos ........................................
I 7 (1: phonetically acceptable 0: unacceptable) I
SUTHERLAND PHONOLOGICAL AWARENESS TEST
Name: Date:
Grade: Age: Examiner:
TOTAL SCORE (Maximum= 58): (Refer to Figure I: SPAT Total Scores)
Conclaslons:
Sutherland Phonological Awareness Test used with the permission of the author,Dr.Roslyn Neilson,1995
Johnson Basic Vocabulary FROM ASSESSMENT TO PROGRAMMING
Assisting students requiring additional support in reading
Part 1 – Assessment
Specific level assessment tasks Teacher’s copy
Johnson basic vocabulary
Student’s name:.............................................................. Date:...............................
the out our how
of so over too
and said man little
to what me good
a up even very
in its most make
that about made world
is into after still
was than did own
he them many see
for can before men
it only must work
with other through long
as new back get
his some years here
on could where between
be time much both
at these your under
by two way never
I may well day
this then down same
had do should if
not first those my
are any people now
no like Mr because
Student’s copy
Johnson basic vocabulary
the out our how of so over too
and said man little to what me good a up even very in its most make that about made world is into after still
was than did own he them many see for can before men it only must work with other through long as new back get his some years here on could where between be time much both at these your under by two way never I may well day
this then down same had do should if not first those my are any people now no like Mr because
100 Most Used Words
Ø Johnson and 100 most used words are used to assess sight word knowledge.
Ø Used to gauge student’s automaticity of words.
Resources: From Assessment to Programming Assessing students requiring additional support in reading & NAPLAN follow up (available on NEON) Ø Reading Assessment Tools Ø Comprehension Assessment (Literal, Inferential,
Applied) Ø Use of semantic understanding
Other Assessment Tools
Co-occurring difficulties observation tool – Primary teacher checklist
Does the student demonstrate difficulties in: Ø Concentration and
Attention Ø Talking and Listening Ø Written Work Ø Motor Coordination Ø Behaviour Ø Personal Organisation
Understanding Dyslexia and Significant Difficulties in Reading online course.
Thank you
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