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Assessment
SPCD 587Sept. 10 and 17
Questions to Consider
• How do you design individualized, comprehensive instruction?
• How can you determine where to begin instruction?
• What kinds of information might you want to discover through literacy/reading assessment and what do you do with this information? ?
• How do you find assessment tools that are appropriate for students with more significant disabilities or those with sensory or physical challenges?
Model of Silent Reading Comprehension(K. Erickson, based on Cunningham, 1993)
Word IdentificationWord Identification
Automatic Mediated
Language ComprehensionLanguage Comprehension
Print ProcessingPrint Processing
Eye movement
Print-to-Meaning Links Integration
Inner Speech
Knowledge of Text Structures
Knowledge of the World
Before Beginning Assessment
Ensure maximum access to print/picture/logo/writing materials, etc.PositioningAssistive technology/aug com needsSensory issues that require modification of
materials (e.g., increasing size of print or picture)
Organizing Assessment: Areas to Evaluate
Language Level*Level of language or communication (intentional? Symbolic?)Mode of communication (e.g., speech, sign, PECS, other or
combinationVocabulary level (e.g., Peabody Picture Vocabulary)
Listening (receptive) and speaking (expressive) vocabulary
Early or Emergent Literacy: Understanding of printSymbol recognition (if appropriate)Might include sight words or be limited to concrete objects,
photographs, or picsyms E.g., Concepts About Print; Early Literacy Checklist
Word Recognition Skills: Automatic & MediatedLetter name/sound knowledge; single words;
words within connected text; includes phonics skills (decoding)
E.g., running records w/ miscue analysis, Informal Reading Inventories (IRI); standardized instruments, such as W-JR or Brigance; CBM; GDRT
Organizing Assessment: Areas to Evaluate
Listening & Reading comprehension E.g., Informal Reading Inventories; Gray Diagnostic
Reading Test; story re-telling checklists; story grammar maps
Reading fluencyE.g., CBM procedures using fluency norms
Writing (composing text)E.g., rubrics or classroom based assessments
Attitudes toward literacyE.g., Reading attitude surveys; observations, interviews
Organizing Assessment: Areas to Evaluate
Defining Assessment Accommodations
Accommodations are changes in the way a student takes a test, without changing the actual test itself. access to the test, but does not make the test
content easier.
Accommodations Categorization
Presentation: Read test/directions, reread, cues, prompts, clarification, templates, markers, secure paper to desk, and magnification/amplification devices
Response: Verbal response, pencil grips, special paper, technology, scribe, and pointing, eye gaze, provide word processor
Timing: Frequent breaks and extended time
Scheduling: Over time and over sub-test
Setting: Preferential seating, separate locations, specialized setting, adaptive or special furniture
Using Accommodations During Assessments
Accommodations should be familiar to the studentsReview the IEP
Document the accommodations usedSuccessful and unsuccessful
Evaluating What Students Understand About Print
Examples: Concepts About Print Checklist of Early Literacy
Category/Item Always Sometimes Never
Attitudes Toward Reading & Voluntary Reading Behavior
Voluntarily looks at or reads books
Asks to be read to
Listens attentively while being read to
Responds with questions and comments to stories read to him or her
Concepts About Books
Checklist for Assessing Early Literacy Development(D. Katims, 2000)Name: Date:
Attitudes Toward Literacy
Parent and student interviews
Observation
Phonological Awareness
Example: Yopp-Singer, Dibbles
Also see reading for next week (Copeland & Calhoon for additional ways to assess with students with complex communication needs)
Phonological Awareness Diagnostic Assessment Form
Adaptations for: Awareness of RhymeAwareness of AlliterationAbility to Blend and Segment
Evaluating Word Recognition
Word Recognition Skills: Automatic & MediatedLetter name/sound knowledge; single words;
words within connected text; includes phonics skills (decoding)
E.g., running records w/ miscue analysis, Informal Reading Inventories (IRI); standardized instruments, such as W-JR or Brigance; CBM; GDRT
Reading (Word Recognition) Levels
Independent levelRecognize minimum of 99% of words/comprehend
90%Instructional level
Recognize minimum of 95% of words/comprehend 75%
Frustration levelRecognize less than 90%/comprehend less than 50%
Listening comprehension levelComprehend 75% of material read to her/him
Running Records
Method of assessing oral reading skillsLooking at student’s errors (and analyzing to
see what types they are): self-corrections, repetitions and re-readings, hesitations, and requests for help
Running Records
Use material at student’s instructional level
Record student performance on top line/text on bottom line
Calculate % of errorsCan also examine comprehension w/
running records by using re-tellings, summarizing, etc.
• Miscue analysisMiscue analysis – method to examine – method to examine typestypes of of errors student is making (using info from errors student is making (using info from running record)running record)– Use materials at independent or instructional levelUse materials at independent or instructional level– List errors made and categorize according to type List errors made and categorize according to type
of error of error • Semantic (meaning related)Semantic (meaning related)• Graphophonic (visual, phonic)Graphophonic (visual, phonic)• SyntacticSyntactic• Self-correctedSelf-corrected• NonwordNonword
– Calculate % for each type of errorCalculate % for each type of error
Words Meaning Visual Syntax
Text Child Self-Correction
Similar Meaning?
Graphophonic similarity?
Grammatically acceptable?
grumble
grumbly X
always -
didn’t did not X X X
I’ll I X X X
move make X X
scarf cafr X
of or X
my me X X
scarf self X
taken take X X
scarf scafer X
that they X X
may maybe X
still sit X
Analysis: 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 comprehensionGraded Word Lists (single words)
Graded Reading Passages Reading comprehensionListening Comprehension
Interpreting IRI
Difference between listening and instructional levelsDifference between instructional/frustration levelsDifferences between word recognition and
comprehensionWord recognition in context vs. in isolationReading strategies usedReading rate, hesitations, repetitionsBackground knowledgeType of comprehension questions student
answered/missed
Reading Fluency
Calculate rate (# of correctly read words/time)
Also observe phrasing (chunking), hesitations, prosody (stress and intonation)
Reading Fluency
Word by word reading Reads in phrases Too slow or too fast Appropriate pacing No expression Appropriate expression Not aware of punctuation Aware of
punctuation Poor sight word recognition Automatic sight
word recognition
Assessing Writing
Don’t forget to include this in a comprehensive assessment of a student’s literacy skills!
Teacher-made rubrics and checklists(See handout)