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TRANSCRIPT
InCAS• Interactive, Computerised Assessment System• Can be used by all children aged between 5
and 11• Assess in groups or classes• Flexible, modular design• Can be administered at any time of year • Immediate feedback, age related scores and
diagnostic profile
What is assessed
Reading• Word recognition• Word decoding• Text comprehension• Spelling
Mental arithmetic• Addition• Subtraction• Multiplication• Division
General maths• Informal sums• Formal sums• Data handling• Measures, shapes
and space
Developed ability• Vocabulary• Non-verbal ability
Time needed• Becoming familiar with the assessment• Administrative time for entering biographical
details etc on computerised version• Dependent on what is assessed - about 30
minutes per section
Traditional approach
Low Average High
Individual approach
Low Average High
How It Works
Easy Difficult
Age
1st Question
X X X X
X X X X
Working with InCAS dataGet an
overview of the class
Specific learning
difficulties
Look for
trends
individual strengths / difficulties
Transition
Share Information with others
InCAS Feedback
• Scores tables
• Scores charts• Scores tables• Longitude charts
Standard Feedback
Custom Feedback
• Differences tables• Age comparison charts• Longitudinal tracking
Additional Feedback
Age comparison charts
34%34% 14%14% 2%2%
50 604030 70
Test score
No of pupils
Box and whisker
Age at test
Age related
score
Differences Tables
Pupil scores tables
Pupil scores charts
Pupil Longitude Chart
5
6
7
8
9
10
11
7 7.5 8 8.5 9 9.5 10 10.5
Age
Ag
e E
qu
ival
ent
Sco
re
Resources
Documentation on CDs
Website
Telephone or email
support
Publications
Conferences and
training
Process
Registration
Username and
password
Materials delivered 2-4
weeks prior to assessment
period or downloaded from website
Results uploaded via secure
site
Data available within 24
hours
Practicalities• One assessment per child each year• Can be done at any time of year• Biographical details can be imported
Reading Difficulties
The process of readingWord recognition/decoding
Reader
Comprehension
Beginning To Read• Children need different types of knowledge as
precursors to reading:– Global and cultural awareness– Vocabulary and basic understanding of language– Conventions of print– Phonological awareness
What next?• Logographic strategy
– Association of written with spoken word– Useful for building vocabulary
• Direct phonics instruction– Synthetic (part to whole) or analytic (whole to part)
phonics systems– Useful for new and complex words
Reading difficulties• Developmental dyslexia refers to problems
associated with the acquisition of literacy• Found across a whole range of intelligence• Form a continuum rather than discrete groups• 5% are said to have severe dyslexia and further 5%
milder problems• Male to female ratio 3:1
Reading difficulties• Developmental dyslexia may manifest in a variety of
ways:– Problems with reading– Problems with spelling– Problems with writing
• Much effort has failed to classify these symptoms into sub-types
Contributing factors• Despite having an unclear method of classification,
three contributing factors have been identified– Many children have a phonological deficit– Others will have visual memory problems– Others are slow to process information
• In practise, there is an overlap and differences in severity
How is this manifest in the classroom?
• Problems– Can recognise words but can’t decode– Can decode but not recognise words– Can read but very slowly– All deficits impact on comprehension
Impact on spelling and writing
Spelling problem
s
Slow writing &
poor quality
Poor note taking and
exam performance
Early indicators
• Inability to repeat words accurately• Inability to detect rhyming words• Vocabulary• Letter recognition
Young children
Identifying and remediating with InCAS
InCAS pupil level profiles report scores linked to different areas of reading difficulties
Difficulties with reading can be compared with measures of developed ability
Remediation advice booklet provides suggestions for how you can help