Hall & Frawley (2012) The Educational Diagnostician's Role in the Evaluation of Reading Assessment

The Educational Diagnostician’s Role in

Evaluation of Reading Assessment

Presented to the Louisiana Educational

Diagnosticians AssociationSeptember 6, 2012

Pat Frawley, Ed.D.

NCED #0002

New Jersey

Linda De Zell Hall, Ph.D.

NCED #0005

Texas

Proposed DSM-5

0Diagnosis of Specific Learning Disorder is made by clinical synthesis of the individual’s 0 History (development, medical, family, education)0 Psychoeducational reports of test scores and

observations and 0 Response to Intervention

0Using the following diagnostic criteria

American Psychiatric AssociationDSM-5 Development, 2012

Proposed Revision May, 2013

History

0 History or current presentation of persistent difficulties in the acquisition of 0 Reading0 Writing0 Arithmetic0 Mathematical reasoning skills

0During the formal years of schooling (i.e., during the developmental period).



The individual must have at least one of the following:

0Inaccurate or slow and effortful word reading0Difficulty understanding the meaning of what

is read (e.g., may read text accurately but not understand the sequence, relationships, inferences, or deeper meanings of what is read



Avoidance

0Avoidance of activities requiring 0Reading0Spelling0Writing or 0Arithmetic



Further Criteria

0Current skills in one or more of these academic skills are 0Well-below the average range for the individual’s

age or intelligence, cultural group or language group, gender, or level of education

0As indicated by scores on individually-administered, standardized, culturally and linguistically appropriate tests of academic achievement in reading, writing, or mathematics



Exclusionary Factors

0 The learning difficulties are not better explained by 0 Intellectual Developmental Disorder,0Global Developmental Delay0Neurological, sensory (vision, hearing), or 0Motor disorders.



Finally

0Learning difficulties … significantly interfere with 0 Academic achievement0 Occupational performance0 Activities of daily living

0 that require these academic skills, alone or in any combination



Focus is on

0Word reading accuracy0Reading rate or fluency0Reading comprehension



Early Indicators

0Learning names of colors0Learning names of shapes0Learning names of letters0Learning nursery rhymes0Extensive slurring of words0Lack of rhyming ability0Lack of word play

The Source for Dyslexia & Dysgraphia (1999)

Early Indicators

0Difficulty recognizing sound similarities0Creating a story based on picture clues0Difficulty with spatial terms

The Source for Dyslexia & Dysgraphia (1999)

Milestones

0Early Childhood 0Preschool0Kindergarten – 2nd grade03rd grade

0 Move from “learning to read” to “reading to learn” skills

National Reading Panel:Five Basic Elements

0Phonological Awareness0Phonics0Fluency0Vocabulary0Comprehension

Current Test Batteries Measure

Woodcock Johnson III Tests of Achievement (WJ III)

0Reading achievement, including reading decoding, reading speed, and the ability to comprehend connected discourse while reading

0Sight vocabulary, phonics, and structural analysis0Reading comprehension, vocabulary, and reasoning0Ages 2 – 90+

Wechsler Individual Achievement Test III (WIAT III)0Word Reading0Reading Comprehension0Pseudoword (phonetic) Decoding0Ages 5 - 50

Woodcock Reading Mastery Test III (WRMT III)

0Evaluate struggling readers0 Identify specific strengths and weaknesses in reading

skills to plan targeted remediation0Guide educational selection and placement decisions0Screen for reading readiness0Determine reading strategies for students with special

needs0Ages 4.6 – 79.11

Single Topic

0 Test of Word Reading Efficiency (TOWRE)0 Word Reading 0 Individual Administration 0 Ages 6 through 24

0Test of Silent Word Reading Fluency (TSWRF)0Test of Irregular Word Reading Efficiency (TIWRE)

0 Reading Comprehension 0 Individual Administration 0 Ages 3 through 94

THE GORTS

0Gray Oral Reading Tests - 5 (GORT-5)0 Oral Reading Comprehension 0 Individual Administration 0 Ages 6 through 23

0Gray Silent Reading Test (GSRT)0 Reading Comprehension 0 Individual / Group Administration 0 Ages 7 through 25

Test of Reading Comprehension - 4 (TORC-4)

0Vocabulary, Syntax, Paragraph Reading, Sentence Sequencing

0 Individual Administration 0Norm Referenced 0Ages 7 through 17-11

Test of Early Reading Ability 3rd Ed (TERA-3)

0Alphabet: measuring knowledge of the alphabet and its uses

0Conventions : measuring knowledge of the conventions of print

0Meaning: measuring the construction of meaning from print.

0Age 3.6 – 8.6

Response to Intervention (RtI)

Role of RTI

Putting It All Together:The FIE Report

Incorporating information for report writing

0Assessment 0 Data collection from multiple sources (e.g., individual,

group, standardized, informal, formative, and summative)

0Evaluation 0 Follows assessment and integrates all data to produce a

student profile to inform decisions about identification, eligibility, services, and instruction.

Learning Disabilities Association, 2010

Combine With

0Functional measures0 Including

Observation

0Pre testing0During testing0Post testing

Checklists

0Use of 0Limits of

Sources of Information

0Student0Parent0Teacher0Other (e.g. paraprofessionals, counselor, principal)

Integrating Multiple Measures of DataInformal Criterion-

ReferencedCurriculum-Based

MeasurementNorm-

Referenced

Oral Expression •Parent Interview•Teacher Interview•Observation

•State Standards Assessment

•Aimsweb •WIAT III•WJ III Ach

Listening Comprehension

•Parent Interview•Teacher Interview•Observation

Basic Reading Skill •Parent Interview•Teacher Interview•Observation

Reading Comprehension


Reading Fluency Skill


Determining the Appropriateness of the Report

Multidisciplinary Team

Adequacy

Scope

Utility

Determining the “Appropriateness” of the FIE0 “Skills”

0 Equality of members0 Vary in training0 Analyze the situation through different “lenses”0 Data complements, not competes

Etscheidt, 2003

Determining the “Appropriateness” of the FIE0 “Adequacy” - Compliance with IDEA evaluation

requirements 0 Use a variety of assessment tools0 Use technically sound instruments0 Utilize non-discriminatory procedures0 Administer standardized tests validated for the specific

purpose for which they are used0 Administered by trained and knowledgeable personnel

in accordance with instructions provided by the test producer

Etscheidt, 2003

Determining the “Appropriateness” of the FIE0 “Scope” of the evaluation

0 Must be assessed in all areas of suspected disability0 Should not use a limited selection of assessment tools0 If there are reasons to suspect additional areas requiring

assessment, then the scope of the evaluation must be broadened to include assessment in those areas

0 Must be comprehensive enough to address related services as well

Etscheidt, 2003

Determining the “Appropriateness” of the FIE0 “Utility” - Provision of sufficient information to

develop the IEP 0Must determine/identify the educational needs of the

child0Must discuss the impact of the child’s disability on

educational performance0Must lead to the development of goals and objectives

Etscheidt, 2003

NCEDOnline0 Enhances professional credibility

and visibility0 Represents highly qualified status as

an assessment professional0 Assures parents/school officials of

rigorous opportunities for practice0 Permits use of credential after name

in reports and correspondence0 Connects the practitioner with

current trends and issues in the field of assessment.

0 Visit http://www.ncedb.org/ today!

Pat Frawley, Ed.D.NCED #0002New Jersey

Linda De Zell Hall, Ph.D.NCED #0005

Texas

http://www.ncedb.org/

http://www.rutgers.edu/



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