apps for vocabulary assessment arksha october 2014

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©2014 Super Duper® Publications

Apps for Vocabulary Assessment

and Intervention

ArkSHA

October 2014

The presenter is an employee of Super Duper Publications but receives no additional compensation for this presentation. The presenter has no additional financial relationships and no non-financial relationships to disclose.

Super Duper Publications has developed the assessment trademarked as the Montgomery Assessment of Vocabulary Acquisition (MAVA) and numerous apps. This presentation will focus exclusively on the Montgomery Assessment of Vocabulary Acquisition (MAVA) app and other apps created by Super Duper Publications and will not include information on other similar or related assessments or apps.

• Vocabulary is critical to both language development & reading acquisition.

• Four types of vocabulary: listening, speaking, reading, writing. • Listening and speaking vocabularies emerge earlier.

(Beck, McKeown & Kucan, 2002)

• Babies prosper when they hear 30,000 words a day from caregivers. (Hart & Risley, 1995)

• Children add 860 words a year — 2+ per day — from ages 1 to 7. (Biemiller, 2005)

• Contextual information and semantic networks encourage word retrieval in young children. (Pence & Justice, 2008)

• Oral language is learned in a universal sequence, traceable in most languages.

• Written words are based on the highly unique sound/symbol relationships used to represent phonemes.

• English has a deep structure, with only 26 letters (graphemes) to represent 43 phonemes (sounds).

• Thus, English-speaking children remain in an aural/oral vocabulary phase for a longer period of time (about 6 years) before they read (Montgomery, 2008).

• Children understand and speak more sophisticated words than they can read for a long time, a characteristic of a deep structure language (Graves, 2006).

• Oral language — words heard and spoken — is the basic element of reading. “The major goal of early reading instruction is to teach children to recognize the written version of words whose meanings they already know from oral language” (Beck, McKeown, Kucan, 2008).

• Kindergarten vocabulary knowledge predicted reading comprehension of students in 2nd grade (Roth, Speece, Cooper, 2002; Catts, Fey, Zhang, Tomblin, 1999).

• Vocabulary knowledge in 1st grade predicted students’ reading comprehension in high school (Cunningham & Stanovich, 1997).

Young children’s listening and speaking competence is in advance of their reading and writing competence. That is, they can understand much more sophisticated content presented in oral language than they can read independently. As children are developing their reading and writing competencies, we need to take advantage of their listening and speaking competencies to enhance their vocabulary development…

Beck, McKeown and Kucan (2003)


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and Intervention

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October 2014

“…we certainly must not hold back adding vocabulary to children’s repertoires until their word recognition becomes adequate.”

Beck, McKeown and Kucan (2003)

With young children, “work with new meanings can and should be done through oral activities. In later grades, enhancing students’ vocabulary repertoires involves both oral and written activities.”

Beck, McKeown, and Kucan (2008)

“…when children come into kindergarten, they come in with whatever vocabulary they have picked up in their daily lives. So, of course, some children will have less vocabulary knowledge than others. It would seem that being in school should boost vocabulary knowledge, so that the gap between those with lower vocabulary knowledge and those with higher vocabulary knowledge would diminish. But that doesn’t happen. Students seem to stay in the same boat they were in early on, and one of the reasons for this situation is that little has intervened to help them change their vocabulary knowledge status.”

Beck, McKeown, Kucan, 2008

English Language Art Standards: Language – Vocabulary Acquisition & Use

Kindergarten

CCSS.ELA-Literacy.L.K.4 Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on kindergarten reading and content.

CCSS.ELA-Literacy.L.K.5 With guidance and support from adults, explore word

relationships and nuance in word meanings.

CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired through conversations,

reading and being read to, and responding to texts.

Grade 1

CCSS.ELA-Literacy.L.1.4 Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 1 reading and content, choosing

flexibility from an array of strategies.

CCSS.ELA-Literacy.L.1.5 With guidance and support from adults, demonstrate

understanding of word relationships and nuances in word meanings.

CCSS.ELA-Literacy.L.1.6 Use words and phrases acquired through conversations,

reading and being read to, and responding to texts, including using frequently

occurring conjunctions to signal simple relationships (e.g., because).

Common Core State Standards English Language Arts, 2010 http://www.corestandards.org/


Grade 2

CCSS.ELA-Literacy.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 2 reading and content, choosing flexibly from an array of

strategies.

CCSS.ELA-Literacy.L.2.5 Demonstrate understanding of word relationships and nuances in

word meanings.

CCSS.ELA-Literacy.L.2.6 Use words and phrases acquired through conversations, reading

and being read to, and responding to texts, including using adjectives and adverbs to describe

(e.g., When other kids are happy that makes me happy).

Grade 3

CCSS.ELA-Literacy.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning

word and phrases based on grade 3 reading and content, choosing flexibly from a range of

strategies.

CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of figurative language, word

relationships and nuances in word meanings.

CCSS.ELA-Literacy.L.3.6 Acquire and use accurately grade-appropriate conversational,

general academic, and domain-specific words and phrases, including those that signal spatial

and temporal relationships (e.g., After dinner that night we went looking for them).



Grade 4 CCSS.ELA-Literacy.L.4.4 Determine or clarify the meaning of unknown multiple-meaning words

and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.


relationships, and nuances in word meanings.

CCSS.ELA-Literacy.L.4.6 Acquire and use accurately grade-appropriate general academic and

domain-specific words and phrases, including those that signal precise actions, emotions, or

states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g.,

wildlife, conservation, and endangered when discussing animal preservation).

Grade 5 CCSS.ELA-Literacy.L.5.4 Determine or clarify the meaning of unknown multiple-meaning words

and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.


relationships, and nuances in word meanings.

CCSS.ELA-Literacy.L.5.6 Acquire and use accurately grade-appropriate general academic and

domain-specific words and phrases, including those that signal contrast, addition, and other

logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).


Students also need to learn the subject-specific vocabulary necessary

for certain CCSS, for example:

Reading: Literature – illustration, fable, folktale, moral, poem, character,

setting, dialogue, events, etc.

Reading: Informational Text – caption, glossary, cause/effect, etc.

Reading: Foundational Skills – phonics, prefix, suffix, blend, pattern,

inflectional ending, fluency, etc.

Writing – topic, fact, opinion, linking words, details, conclusion, etc.

Speaking & Listening – ask, answer, questions, speaker, conversation,

topic, comment, etc.

Math – count, match, ones, tens, add, subtract, length, ruler, yardstick,

measure, hour, triangle, half of, sum, odd, even, row, column, inch,

centimeter, quadrilateral, etc.


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and Intervention

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October 2014

Isabel Beck & Margaret McKeown

(1985) developed the concept of

“word tiers” to help determine which

words to target.

Beck, McKeown, & Kucan published

Bringing Words to Life: Robust

Vocabulary Instruction in 2002 where

they outlined the three tiers of

vocabulary. The second edition of the

book was published in February

2013.

Basic words

High frequency

Words of everyday speech

Includes early reading words

Nouns, verbs, adjectives

About 8,000 word families

boy, fence, chicken, run, fancy, fishing

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life. New York: Guilford Press.. Graves, M. F. (2006) The vocabulary book. NY: Teachers College Columbia

High frequency for mature users

Cross a variety of domains

More likely to appear in written text than in speaking vocabulary

Multiple meanings

Often not taught — assumed known

About 7,000 word families

Subtle, precise ways to say relatively simple things

preference, glean, sympathy, cluster

Tier 2 words are referred to in the CCSS as general academic words.


• Relate to specific domains • Subject area words • Hobbies, technology, weather,

professions • Directly taught when specific

needs arise • Low frequency of use • More common in informational

texts than in literature • 400,000? • ukulele, asphalt, lava, legislature

Tier 3 words are referred to in the CCSS as domain-specific words.


s

• For ages 3;0–12;11 years • Assesses receptive vocabulary & expressive vocabulary in English • Provides receptive & expressive standard scores (mean = 100,

s.d. = 15), confidence intervals, percentile ranks, age equivalents • Incorporates all three tiers of vocabulary in both the Receptive

and Expressive tests • Includes a Qualitative Response Analyzer (QRA) to show the

percent of expressive and receptive words the child got correct in each vocabulary tier

• Use the MAVA to: • Compare receptive & expressive scores for diagnostic decisions • Measure increased word knowledge for language and reading

development • Make valid decisions for Title I, RTI, Special Ed • Determine intervention needs for the three tiers of vocabulary

Receptive Test

• Ages 3;0 –12;11

• Standardization sample included 1,373 children

• 10% of sample had known vocabulary deficits

• Geographical distribution closely resembles U.S. population with the following: 40% South, 16% Northeast, 23% North Central, 20% West

• 52% male, 48% female

• Sample closely resembles total U.S. population race/ethnicity

• More than 100 children in each age group except for the 12-year-old group (n=78)

Expressive Test • Ages 3;0 – 12;11

• Standardization sample included 1,248 children

• 10% of sample had known vocabulary deficits

• Geographical distribution closely resembles U.S. population with the following: 36% South, 18% Northeast, 25% North Central, 21% West

• 52% male, 48% female

• Sample closely resembles total U.S. population race/ethnicity

• More than 100 children in each age group except for the 11- and 12-year olds (n=92 and 84, respectively)


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and Intervention

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October 2014

• Electronic Receptive Vocabulary Stimulus Pictures • Electronic Expressive Vocabulary Stimulus Pictures • Electronic Examiner’s Manual • Integrated Age Calculator • Purchase and print record

forms in-app or purchase pre-printed record forms from Super Duper Publications

• Incorporated Qualitative Response Analyzer (QRA)

• Automatic calculation of Standard Scores, Percentiles, Age Equivalents Confidence Intervals

• Email or print summary reports MAVA is also available in a print edition with an online QRA

• Tap Receptive or Expressive on the MAVA app home screen.

• Enter the student’s date of birth and tap Start Test.

• App begins with first trial item then proceeds to first item for child’s chronological age.

• Record child’s responses on the print record form. • Basal: Eight consecutive

items correct. • Ceiling: Six consecutive

items incorrect.

• App calculates norms from entered birth date, test date, and raw scores.

• Tap Use QRA to access the Qualitative Response Analyzer (QRA). In the QRA, tap to enter the items the child missed.

• The QRA re-analyzes the student’s responses and reports the percentage of words correct in each tier.

• Generated summary can be printed/emailed.

• Students should know 80% of the words in each tier — as appropriate to their ages and vocabulary experiences.

• Scores below 80% may be targeted for instruction or intervention — or both.

Print vs. iPad administration of the MAVA (Strait et al., 2013)

• 26 students aged 5;0 to 10;0. • Administered the Receptive & Expressive tests of the MAVA via

both print stimulus easels and iPad. • 16 students received the print version first and 10 students

received the iPad version first. • Second test version presented 7-10 days later. • All scores were significant beyond p<.01. All Pearson’s r

correlations for raw scores, standard scores, and percentile ranks were between .95 and .99 for both tests.

• Results indicate that test reliability did not change when the stimulus items were presented via an iPad.

Studies comparing print & digital administration for other assessments include Bowers & Husingh (2011) with the LAT™ and Waite et al. (2013) with the CELF®-4.

• Please do not use the words on the MAVA, nor the word lists in the back of the MAVA manual, for instruction or intervention. These are only to provide examples of the three types of words used.

• A resource to help with selecting target vocabulary: Creating Robust Vocabulary: Frequently Asked Questions & Extended Examples (2008) by Beck, McKeown, and Kucan.

• Another resource: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and technical Subjects: Appendix B: Text Exemplars and Sample Performance Tasks (2010) http://www.corestandards.org/assets/Appendix_B.pdf


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and Intervention

ArkSHA

October 2014

Receptive: • Caveman Time Machine Basic

Concepts • Kangaroo Island Photo

Classifying • Adjectives • Homophones • Opposites • HearBuilder Following

Directions w/Basic Concepts app to access HearBuilder Online

• HearBuilder Sequencing app to access Hearbuilder Online

Expressive: • Let’s Name Things • Name That Category! • Name That Around the Home

Category! • What Does Miss Bee See? • How? • If … Then … • All About You, All About Me • What Are They Thinking? • WH Question Cards • WH Questions in the Community • WH Questions at School • WH Questions at Home • Story Starters

• Grades PreK-2 • 54 basic concepts

all/none, apart/together, awake/asleep, big/little, red/blue/green/yellow, dirty/clean, empty/full, finished/start, good/bad, hard/soft, hot/cold, in front/behind, mother/father, day/night, old/new, open/closed, outside/inside, happy/sad, same/different, square/round, here/there, top/bottom, pretty/ugly, under/over, up/down, wet/dry

• 15 animated scenes • Intuitive, child-friendly interface • Hidden animations to encourage children to keep exploring • Three Concept Quizzes that allow you to print or email results

• Grades PreK and Up • Classify 336 items in 15 different categories:

animals, bathroom, clothing, colors, foods, furniture, instruments, kitchen, toys, shapes, tools, lowercase letters, uppercase letters, numbers 1-20, transportation

• Choose to teach one to five categories at a time • Use text and/or photos • Track and graph data; document items identified incorrectly • Six Interactive Activities:

Class-A-Roo, Picking Parrot, Skink Ball, Turtle River, Koala Canvas, Seal Search

• Grades PreK-6

• Who, What, When, Where, Why card decks

(download “Who” for FREE)

• 56 cards for each WH set (280 total)

• Data tracking

• Four entertaining learning games for each set of WH cards:

• Secret Decoder

• Multiple Choice

• Matching

• Drag ‘n Match

Receptive

• Idioms

• Synonyms

• Core Curriculum Vocabulary Cards Apps

Expressive

• Compare & Contrast

• StoryMaker

• Imagination Questions

• Grades PreK and Up

• 56-full color photo cards (plus audio of each card’s text)

• Select the cards you want to use

• Track correct and incorrect responses

• Advance players and cards manually or automatically

• Receive feedback for incorrect and/or correct responses

• View results in a graph and see which questions a player missed during a session


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and Intervention

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October 2014

• Grades 2 and Up • Interpret and understand

500 illustrated idioms • 4 learning activities:

• Multiple Choice

• Super Duper Secret Decoder • Fill in the Blank • Search & Circle

• Includes audio for non-readers and text for early readers

• Track data for an unlimited number of students

• Change difficulty by choosing to have 2, 3, or 4 answer choices

• Grades PreK-5

• 56-full color photo cards (plus audio of each card’s text)

• Select the cards you want to use

• Track correct and incorrect responses

• Advance players and cards manually or automatically

• Receive feedback for incorrect and/or correct responses

• View results in a graph and see which questions a player missed during a session

Receptive

• Core Curriculum Vocabulary Cards

• PreK/K

• First Grade

• Second Grade

• Third Grade

Expressive

• StoryMaker

• 100 core curriculum vocabulary words with definitions

• Four subjects (Language Arts, Math, Science, and Social Studies)

• Unlimited students

• Data tracking

• Four entertaining learning games (Multiple Choice, Secret Decoder, Matching, Drag ‘n Match)

• Four grade levels:

PreK/K (FREE Social Studies)

First Grade (FREE Science)

Second Grade (FREE Social Studies)

Third Grade (FREE Science)

• All Ages • Create and tell/retell picture or photo

stories • Choose from over 900 places,

people, and items • Add your own photos • Include words, sentences, & drawings • Name your story and type up to three lines

of text at a time • Edit your stories • Unlimited pages in a story • Record your voice for each story • Play stories as slideshow or

“turn” pages like in a book • Print or email stories

“… in order to build the kind of word knowledge that affects comprehension, learners need to actively work with new words – for example, by building connections between new words and words they already know and situations with which they are familiar.”

Beck, McKeown, Kucan, 2008

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apps for vocabulary assessment arksha october 2014

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