early literacy assessment to support...
TRANSCRIPT
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Tanya S. Wright
May 4, 2016
MERA
Early Literacy Assessment to
Support Instruction
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What Really Matters?
Overall Message
It is absolutely critical to do a better job
addressing literacy in MI
Teaching literacy to all kids is more
complicated that it may seem. There is no
magic bullet.
In order to teacher kids to read, we need
detailed information about what they do/do
not know (AKA assessment data).
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Why we must do better!Most Recent NAEP Data 4th Grade Reading
(2013)
MI is the 38th state in the nation on 4th grade
reading.
The percentage of students in MI who performed
at or above Proficient was only 31 percent.
Students who were eligible for free/reduced-
price school lunch had an average score that
was 25 points lower than students who were not
eligible.
3
https://nces.ed.gov/nationsreportcard/reading/
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Why we must do better!
2013-2014 MEAP Data 4th Grade Reading
Only 70% of students scored proficient or above.
83% of 4th graders who are economically advantaged scored proficient or above.
Only 57% of students who were economically disadvantaged scored proficient or above.
In Fall 2014, 47% of K-12 kids in MI were eligible for free/reduced lunch (699,026 kids).
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https://www.mischooldata.org/
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Why we must do better!
Literacy/ELA = reading, writing, speaking
and listening
Oral language is critical for reading.
Writing supports reading.
5
Dickinson, Golinkoff, & Hirsh-Pasek, 2010Writing to Read Report, 2010
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Why we must do better!
Evidence that kids who are not reading successfully by third grade will struggle in school/to graduate.
It’s more complicated than that…
Similar predictive studies with three year-olds, first graders etc.
Also, we need to address literacy beyond third grade (e.g., disciplinary literacy).
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e.g., Hart & Risley, 1995; Cunningham & Stanovich, 1997; Putnam, 2015; Shanahan & Shanahan, 2008
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Message 2
Teaching all kids to read is more
complicated that it may seem. There is
no magic bullet.
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Let’s Try It
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I can say these words, but I have no idea what they mean!
Topics also studied by theoretical astrophysicists include: Solar System
formation and evolution; stellar dynamics and evolution; galaxy formation and evolution;
magnetohydrodynamics; large-scale structure of matter in the universe; origin of cosmic
rays; general relativity and physical cosmology, including string cosmology and
astroparticle physics.
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Areas for Literacy Instructionoral language, including vocabulary
print concepts
phonological awareness
alphabet knowledge and other letter-sound knowledge/ phonics (including larger orthographic units)
word analysis strategies (especially phonemic decoding with monitoring for meaning)
reading fluency (including accuracy, automaticity, and prosody)
handwriting and word processing
broad content and background knowledge
knowledge and abilities required specifically to comprehend text (e.g., text structure knowledge, comprehension strategy use, genre knowledge)
knowledge and abilities required specifically to compose text (e.g., planning, drafting, revising, and editing strategies; text structure, genre and craft knowledge; spelling and sentence construction strategies; capitalization and punctuation)
literacy motivation and engagement
vocabulary strategies, particularly morphological (meaningful word part) analysis
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The Evidence Against: Only
“The Big Five”
National Reading Panel (2000): phonemic awareness, phonics, fluency, vocabulary, comprehension strategies.
Does not account for critical role of conceptual knowledge in reading comprehension.
No Child Left Behind evaluation shows increased attention to instruction in these areas, but no impact on children’s reading comprehension.
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Gamse et al., 2009
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From Assessment for Reading Instruction, Second edition, by Michael C. McKenna and Katherine A Stahl. Copyright 2009 by The Guilford Press.
Phonological Awareness
Print Concepts
Letter-sound knowledge, Decoding Strategies, and Sight-Word Recognition
Fluency in Context
Vocabulary Background Knowledge
Knowledge of Text and Sentence Structures
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Strategic Reading
Oral Language Comprehension
Automatic Word Recognition
Reading Comprehension
Modified Cognitive Model
McKenna & Stahl, 2015
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Why Kids Struggle with Reading
Kids struggle with reading for different
reasons.
Profiles of 4th graders who failed the state
reading exam in Washington
Six different profiles of struggling readers:
Differed in skills in meaning, word
identification, fluency
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Buly & Valencia, 2002
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Message 3
In order to teacher kids to read, we need
detailed information about what they do/do
not know.
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RTI aka MTSS
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Tier 1 Instruction
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http://gomaisa.org/general-education-leadership-network
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Tier 1 Instruction/Assessment
High quality classroom instruction requires
assessment
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How we identify kids that need
Tier 2 Instruction?
Screeners
Purpose: Identify kids who may be
struggling
Provides information about how kids
compare to others at their grade level,
typically norm referenced
Infrequent use
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Screeners vs. Diagnostic
Assessment Data
Vision Screening vs. Complete Eye Exam
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Identifies kids who might need glasses Identifies specific prescription for glasses
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Screeners & Diagnostic Assessments
Should Work Together
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Screener
Identification of Students Who
May Need Glasses
Diagnostic Assessment/Eye
Exam
Glasses with Prescription to
Meet Individual Eye Care Needs
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How Screeners Should Not Work
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Vision Screening
Identification of Students Who May
Need Glasses
Same Glasses with Same Prescription
Given to All Identified Students
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Big Problem: Using Screeners Alone
to Make Decisions about Daily
Instruction
Children have different needs as readers
(particularly struggling readers).
One-size-fits-all Tier 2 (small group).
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Buly & Valencia, 2002; McGill-Franzen et al., 2006
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How Screeners Should Not Work
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Literacy Screener
Identification of Students Who
May Need Tier 2 Instruction
All Students Get the Same Tier 2
Instructional Program
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How Screeners & Diagnostic
Assessments Work Together For Literacy
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Screener
Identification of Students Who
May Be Struggling
Diagnostic Assessment
Targeting Instructions to Meet Student
Needs
Needs to learn to monitor comprehension
Needs to learn long vowel spelling patterns
Needs to read with expression
Needs support with vocabulary
Needs to learn to rhyme
Needs to learn what a word is
Needs to learn to recognize letters of the alphabet
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Diagnostic Assessment
Purpose: inform instruction
What does this child know (e.g., does this child recognize all letters of the alphabet, does this child know how to read different long-vowel sound patterns?)
What does this child not know?
What do I need to teach?
Use regularly to determine if instruction is effective
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Diagnostic Assessment
Methodically and efficiently check possibilities
for why a child might be struggling.
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Why is the below grade level for
reading comprehension?Possibility 1: The student does not read words automatically and is focused on decoding words rather than comprehension.
Possibility 2: The student does not have strong oral language comprehension and would have difficulty understanding this text or content even in an oral language context.
Possibility 3: The student does not have the necessary strategic knowledge to support text comprehension.
***COULD BE MULTIPLE CHALLENGES
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Adapted from Assessment for Reading Instruction, Third Edition, by Michael C. McKenna and Katherine A Stahl. Copyright 2015 by The Guilford
Press.
Phonological Awareness
Print Concepts
Letter-sound knowledge, Decoding Strategies, and Sight-Word Recognition
Fluency in Context
Vocabulary Background Knowledge
Knowledge of Text and Sentence Structures
Pathway 1:Automatic Word
Recognition
Reading Comprehension
Modified Cognitive Model
Pathway 2:Oral Language Comprehension
Pathway 3:Strategic
Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
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Why is the student below grade level
for reading comprehension?
Possibility 1: The student does not read words automatically and is focused on decoding words rather than comprehension.
Possibility 2: The student does not have strong oral language comprehension and would have difficulty understanding this text or content even in an oral language context.
Possibility 3: The student does not have the necessary strategic knowledge to support text comprehension.
***COULD BE MULTIPLE CHALLENGES
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Adapted from Assessment for Reading Instruction, Third Edition, by Michael C. McKenna and Katherine A Stahl. Copyright 2015 by The Guilford
Press.
Phonological Awareness
Print Concepts
Letter-sound knowledge, Decoding Strategies, and Sight-Word Recognition
Fluency in Context
Vocabulary Background Knowledge
Knowledge of Text and Sentence Structures
Pathway 1:Automatic Word
Recognition
Reading Comprehension
Modified Cognitive Model
Pathway 2:Oral Language Comprehension
Pathway 3:Strategic
Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
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Why is the student below grade level
for reading comprehension?
Possibility 1: The student does not read words automatically and is focused on decoding words rather than comprehension.
Possibility 2: The student does not have strong oral language comprehension and would have difficulty understanding this text or content even in an oral language context.
Possibility 3: The student does not have the necessary strategic knowledge to support text comprehension.
***COULD BE MULTIPLE CHALLENGES
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Adapted from Assessment for Reading Instruction, Third Edition, by Michael C. McKenna and Katherine A Stahl. Copyright 2015 by The Guilford
Press.
Phonological Awareness
Print Concepts
Letter-sound knowledge, Decoding Strategies, and Sight-Word Recognition
Fluency in Context
Vocabulary Background Knowledge
Knowledge of Text and Sentence Structures
Pathway 1:Automatic Word
Recognition
Reading Comprehension
Modified Cognitive Model
Pathway 2:Oral Language Comprehension
Pathway 3:Strategic
Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
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Other Possibilities E.g., Motivation
Literacy learners who are below grade
level often struggle with motivation.
Variety of motivation surveys for kids as
young as primary grades.
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What Really Matters?
Overall Message
It is absolutely critical to do a better job
addressing literacy in MI
Teaching literacy to all kids is more
complicated that it may seem. There is no
magic bullet.
In order to teacher kids to read, we need
detailed information about what they do/do
not know (AKA assessment data).
33
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Getting Started on Improving
Students’ Literacy in Michigan
Get on the same page about instruction
(see MAISA GELN documents)
Build systems that use assessment
effectively (must differentiate between
screener and diagnostic assessment)
Bring knowledge into the system
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Questions?
queries inquiries third degree
investigation Q and A examination
interrogation inquisition catechism
clarifications challenges