MidYIS Reading Test: MidYIS Reading Test: Assessment of Assessment of Phonological & Phonic Phonological & Phonic Abilities Abilities 2 Types, 2 interventions? 2 Types, 2 interventions? Bernardine King Thanks to: Thanks to: All pilot and pre-pilot schools. All pilot and pre-pilot schools. Andrew Lyth Andrew Lyth
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MidYIS Reading Test: Assessment of Phonological & Phonic Abilities 2 Types, 2 interventions? Bernardine King Thanks to: All pilot and pre-pilot schools.
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MidYIS Reading Test:MidYIS Reading Test:Assessment of Phonological & Assessment of Phonological &
3. Occurs across the range of intellectual abilities.
4. A continuum, not a distinct category.
5. No clear cut-off points.
Pre-alphabetic
Partial alphabetic
Full alphabetic
ConsolidatedIncreasing alphabetic skill
Ehri’s phases of ReadingDevelopment
eg m in mcDonalds
Letter-sound links:
exception spellingsAll links including
All regular spellings
Some = ‘partial’
None, iconic reading:
•Letter confusions, b/d, p/q/
•Nonword reading problems:
‘pib’ ‘dalop’
•Salient letters of words attended to, eg 1st & last letters
Partial Alphabetic Phase
Rationale Behind the Test Rationale Behind the Test SectionsSections
Test phonological and phonic skills.Phonology- word sounds.Phonological processing deficit in
dyslexia.Phonic problems – relating graphemes
(letters & letter groups) to the corresponding sounds (phonemes).
Tests of Phonology- Made-up word (nonword) reading,
adaptive test.‘Sounds’ test – identifying sounds
in words.Phonological Short Term Memory-
forward & backward digit span.
Design of Sub TestsDesign of Sub Tests
‘Nonword reading’ and ‘Sounds’ – adaptive, to:
match difficulty of items to student ability;
Reduce assessment load and time.
PhonicsPhonicsNonword reading- relating graphemes
to phonemes.‘Sounds’- sounds to letters, as in
spelling.Pseudohomophone test- made-up
words (pseudowords) that sound like real words, e.g. phocks = fox. Also, test of phonology.
Pseudohomophone TestPseudohomophone Test Pseudo = made-up word Homophone = sounds like Requires many visual and auditory skills:
e.g. reading ‘phocks’
grapheme separation: ‘ph’ ‘o’ ‘ck’ ‘s’
grapheme-phoneme conversion:
‘ph’> /f/ ‘o’> /o/ ‘ck’ > /k/ ‘s’> /s/
Phoneme blending:
/f/ /o/ /k/ /s/
Then..
Pseudohomophone Test cont.Pseudohomophone Test cont.
Match sound package of blended phonemes with items in known sound vocabulary.
/f/ + /o/ + /k/ + /s/ = ‘fox’
Added difficulty – word search format.
Visual search problems in dyslexia.
Choose 5 out of 16 on each of 5 screens.
GuessingGuessing
Nonword reading: 1 in 4 chance. Forced choice multiple choice.
‘Sounds’: 1 in 4 chance. Forced choice multiple choice.
Word Search (pseudohomophones): 5 in 16 chance. Can move on without answering.
‘Lyrebird’ Test – an adaptation of a spoken digit span test for computer.
Lack of visual distraction- black screen with fixation spot.
Response entered on screen.Max number of digits = 8, to reduce
assessment load and time.
Design of Sub TestsDesign of Sub Tests
MemoryMemory
Problems with phonological STM common in dyslexia. Order problems- e.g. telephone numbers.
Backward digit span –measure of working memory.
Short backward digit span often found in dyslexia.
Schools who returned both test files and validation data (n=808):22 were Independent (all England) 2 were International (1 Vietnam, 1 Qatar) 6 were State schools (3 England, 3 Northern Ireland).Schools who only returned test files:14 Independent (all England) 8 State (7 England, 1 Wales)
Lipson, e2009).Suggested 2 different cognitive profiles.NVR-strong group, n= 66, distinct from NVR-
strong typicals by relationship between nonword reading and Word Search.
NVR-weak group, with phonologicsl profile indistinct from NVR-weak typicals.
Phonic ProfilesPhonic ProfilesPhonics = relationship between graphemes (letters/letter groups) and phonemes (the sounds associated with those graphemes).
Asynchrony hypothesis ( e.g. Breznitz, 2002; King, 2009; King, Wood & Faulkner, 2008). Lack of auditory-visual integration in dyslexia.
Vector reflecting relationship between phonological and visual abilities / speed of processing.
Specific strategies suggested Specific strategies suggested by Type from Testby Type from Test
Vocabulary stronger than NVR type:Visuo-spatial memory or cognitive
manipulation problem?Practising mental rotations and
reflections may help both the NVR and reading skills?
Memory visualisations?
Strategies for NVR-Strong Strategies for NVR-Strong DyslexicsDyslexics
Poor reverse digit span cf NVR-type typical students implies that training in improving working memory may help.
BUT their memory skills are commensurate with typical readers of the strong vocabulary type!
Phonology? Subject choices- eg languages.
What do Children with Dyslexia What do Children with Dyslexia think makes good teaching?think makes good teaching?
IDP: 118 (52 primary, 66 secondary) children surveyed.
‘Show don’t just tell’.Be enthusiastic.Help if I get stuck.Be brief, don’t ramble.Write things clearly.Encourage and reward attempts.
2. What do Children with 2. What do Children with Dyslexia think makes good Dyslexia think makes good
teaching?teaching?Don’t speak too fast.Don’t rush me.Have instructions on the board as a
reminder.Don’t embarrass me in front of the class.Tell me where to begin.Give me time to think before I begin a task.
Uses & Limitations of the TestUses & Limitations of the TestAudit of phonological abilities of a
cohort.Shows strengths & weaknesses.Does not diagnose dyslexia.Cannot identify ‘recovered’ dyslexic