SPC ED 587 Reading Methods MR/SD Assessment: Part I September 6, 2006
Dec 19, 2015
Before Beginning Assessment
• Ensure maximum access to print/picture/logo/writing materials, etc.– Positioning– Assistive technology needs– Sensory issues that require modification of
materials (e.g., increasing size of print or picture)
Organizing Assessment: Areas to Evaluate
• Student’s language level (if appropriate)– Intentional communication? Symbolic communication?
• Symbol recognition (if appropriate)– Might include sight words or be limited to concrete objects,
photographs, or picsyms
• Listening & Speaking vocabulary– E.g., Observation; Peabody Picture Vocabulary (ask SL/P)
• Phonological awareness (if appropriate)– E.g., observation, Dibbles, Yopp-Singer
• Student’s understanding of print & attitudes toward reading/literacy activities– E.g., Concepts About Print; Early Literacy Checklist; Parent
& Student Interviews
• Word Recognition Skills – Automatic and mediated word recognition– Phonological awareness; phonemic awareness; letter
name/sound knowledge; single words; connected text• E.g., running records w/ miscue analysis, Informal reading
inventories; standardized instruments, such as W-JR; CBM; etc.; Yopp-Singer; C-TOPP
Organizing Assessment: Areas to Evaluate
• Reading & Listening comprehension– E.g., Informal reading inventories; Gray Oral Reading
Test; story re-telling checklists; story grammar maps
• Reading fluency– E.g., CBM procedures using fluency norms
• Writing (composing text)– E.g., rubrics or classroom based assessments
• Attitudes toward literacy– E.g., Reading attitude surveys; observations,
interviews
Organizing Assessment: Areas to Evaluate
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:
Phonological Awareness
• Example: Yopp-Singer
• Also see reading for next week (Copeland & Calhoon for additional ways to assess with students with complex communication needs)
Reading (Word Recognition) Levels
• Independent level– Recognize minimum of 99% of
words/comprehend 90%• Instructional level
– Recognize minimum of 95% of words/comprehend 75%
• Frustration level– Recognize less than 90%/comprehend less
than 50%• Listening comprehension level
– Comprehend 75% of material read to her/him
• Running Records – method of assessing oral reading skills– Looking at student’s errors (and analyzing
to see what types they are): – self-corrections, – Repetitions and re-readings, – hesitations, and – requests for help
• Use material at student’s instructional level
• Record student performance on top line/text on bottom line
• Calculate % of errors
• Can also examine comprehension w/ running records by using re-tellings, summarizing, etc.
Running Records
• Miscue analysis – method to examine types of errors student is making (using info from running record)– Use materials at independent or
instructional level– List errors made and categorize according
to type of error • Semantic (meaning related)• Graphophonic (visual, phonic)• Syntactic• Self-corrected• Nonword
– Calculate % for each type of error
The statue [student] answered the question.
It was as light as a father [feather].The boy walked tomorrow [through] the door.
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 Xstill 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 comprehension
– Graded Word Lists (single words)
– Graded Reading Passages • Reading comprehension• Listening Comprehension
Interpreting IRI
• Difference between listening and instructional levels
• Difference between instructional/frustration levels
• Differences between word recognition and comprehension
• Word recognition in context vs. in isolation• Reading strategies used• Reading rate, hesitations, repetitions• Background knowledge• Type of comprehension questions student
answered/missed
Alternate Ways to Assess Reading Comprehension
• Re-telling (with/ or w/o picture support)
• Think-alouds
Reading Fluency
• Calculate rate (# of correctly read words/time)
• Also observe phrasing (chunking), hesitations, prosody (stress and intonation)