© 2005, Dynamic Measurement Group1 IDEL™ Training: Administration and Scoring of “Fluidez en el Nombramiento de las Letras” (FNL) D ynamic M easurement.

© 2005, Dynamic Measurement Group

1

IDEL™ Training:

Administration and Scoring of“Fluidez en el Nombramiento de las Letras”

(FNL)

Dynamic

Measurement

GroupSupporting School Success One Step at a Time


2

Fluidez en el Nombramiento de las Letras (FNL)

Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End

Preschool Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade

FUP

FNL

FSF

FLO

FRO

FPS


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Fluidez en el Nombramiento de las Letras (FNL)

• Big Idea:

• Benchmark Goal:

• Assessment Times:

• NONE

• No Benchmark Goal; Use local norms

• Kindergarten:

Fall, Winter, Spring

First Grade: Fall


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Letter Naming is Added Measure of Risk

• No benchmark goal for Fluidez en el Nombramiento de las Letras.

• Serves as an indicator of risk in conjunction with scores on other IDEL measures.

• Use local percentiles to determine risk.


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Materials• Benchmark booklet

• Student materials, i.e., page of letters

• Clipboard

• Stopwatch

• Pen or pencil


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Directions for Administration

1. Place the page of letters (student materials) in front of the student.

2. Place the test booklet on clipboard and position so that the student cannot see what you record.


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3. Diga estas instrucciones específicas al alumno:Aquí hay algunas letras. Dime el nombre de tantas letras como puedas. Cuando yo diga ‘empieza’, comienza aquí (señale la primera letra a la cabeza de la página a mano izquierda) y continúa a través de la página (demuéstrelo con el dedo). Señala cada letra y dime el nombre de la letra. Si llegas a una letra que no sabes cómo se llama, yo te la digo. Pon el dedo en la primera letra. ¿Estás listo/a? (pausa) Empieza.


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4. Start your stopwatch.5. Follow along on the score sheet in the

test booklet. Put a slash (/) through letters named incorrectly (see scoring procedures).

6. At the end of 1 minute place a bracket (]) after the last letter named, say “para” and stop your stopwatch.


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Timing Rule for FNLContinuous for 1 minute

• Start the stopwatch after you say, “empieza”

• At the end of 1 minute place a bracket

(]) after the last letter name, say “para” and stop your stopwatch.


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If the student hesitates for 3 seconds on a letter, score the letter incorrect. Say the correct letter and, if necessary, point to the next letter, and say, “¿Qué letra?” This prompt can be repeated.

Wait Rule for FNL3 Seconds

LETTERSSTUDENT

SAYS PROMPT

SCORINGPROCEDURE

T L s U

I g W r

“t” (3 sec)

“I” “g” (3 sec)

“Diga ‘L’ (point to s)

¿Qué letra?”

“Diga ‘W’ (point to r) ¿Qué letra?”

t L s U

I g W r


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Discontinue RuleFirst 10 Letters

If the student does not get any correct letter names within the first 10 letters

(1 row), discontinue the task and record a score of zero (0).


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Prompting Rule• If the student provides the letter sound rather than the

letter name, say, “Recuerda decirme el nombre de la letra, no el sonido.”

• If the student provides the letter name in English rather than in Spanish, say, “Recuerda decirme el nombre de la letra en español, no en inglés.”

• Each of these prompts can be provided only once.


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Directions for Scoring

Slash (/) any letter that the child omits or names incorrectly.


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LETTERSSTUDENT

SAYS

SCORING

PROCEDURE

CORRECTLETTERS

T D s U

T D s U

“t…b…s…u”

“t…d…g…o”

T D s U

t D s U

3/4

2/4

Scoring Examples:Slash Incorrect Letters

SubstitutionsA letter is incorrect if the student substitutes a different letter for the stimulus letter (e.g., “B” for “D”).


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3/4

2/4

CORRECT LETTERS

t D s U

t D s U

“t…s…u”

“t…u”

T D s U

T D s U

SCORING

PROCEDURE

STUDENT

SAYSLETTERS

Scoring Examples:Slash Incorrect Letters

OmissionsA letter is incorrect if the student omits the letter.


16

Note

Self Correct

If a student makes an error and corrects him or herself within 3 seconds, write “ac” (auto-corrige) above the letter and do not count it as an error.


17

NoteSimilar Shaped Font

For some fonts, including Times, the upper case letter “I,” and the lower case letter L” are difficult or impossible to distinguish.

A response of either “i” or “ele” is scored as correct.

LETTERSSTUDENT

SAYS

SCORING

PROCEDURE

CORRECT

LETTERS

I D s l “i..D..s..l” I D s l 4/4


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NoteSkips Row If a student skips an entire row, draw a line through the row and do not count the row in scoring.


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LETTERSSTUDENTSAYS

SCORINGPROCEDURE

CORRECTLETTERS

r D s U “ele…de…ese…u” r D s U 4/4

NoteArticulation and Dialect • The student is not penalized for imperfect pronunciation due to

dialect, articulation, or second language interference. • Example: The student consistently says /l/ for /r/ and pronounces

“ele” for “erre” when naming the letter “R”.


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Final Scoring

• Add number of correct letters named up to bracket.

• Total number of correct letters named and write it in space provided.

• Transfer number of correct letters named to front of booklet (benchmark assessment). 26


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Accommodations for FNLSpecific to FNL

– Enlarge print– Colored overlays/close circuit TV– Braille– Use marker or ruler to keep place


22

Practice Probe


23

FNL Practice

35

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© 2005, Dynamic Measurement Group1 IDEL™ Training: Administration and Scoring of “Fluidez en el Nombramiento de las Letras” (FNL) D ynamic M easurement.

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