rapp presentation for psychs

12008 FASP Conference

A collaborative creation of the RAPP committee: Kendra Belson, Angie Burdue, Karen Burnup, Linda Callahan, Eve Carrington, Carolyn Chalifoux, Heather Franco, Lori Goin, Terri Guitton, Carrie Jessen, Meagan Martin, Myrna Olmo, Kathleen O’Malley, Suzanne Ramsey, Donna Regan, Tracey Schwarz, Kremsa Susla, Chrsitina Welch, Matthew Wiggins, Leigh Wooten, Patti Vickers, Cindy Vines

Presented by Christina Welch

Pay DRT! Osceola County’s Diagnostic

Reading Tool


RA

PP -

His

tory

Began with assessment model created in Orange County School District

Modified by the Reading Assessment Pilot Program (RAPP) Committee

Uses portions of existing reading tests compiled to create thorough reading assessment

Intent is to move from discrepancy testing model to a more diagnostic evaluation of reading abilities


Alterations made• Included all five areas of

reading (Reading First, NCLB - 2001)

• Include assessment of more facets of reading – increase sensitivity

• Tie assessment model to interventions

RA

PP -

His

tory


RA

PP -

His

tory

Changes based on current research findings in reading development and current law• Southwest Educational

Development Laboratory (SEDL)• National Reading Panel• Florida Literacy and Reading

Excellence Center (FLaRE Center)

• Just Read, Florida!• Texas Reading Initiative• Reading First – No Child Left

Behind


Finished product required a name change. Suggestions were:• Diagnostic Reading Assessment Tool (DRAT)• Diagnostic Reading Assessment Guide

(DRAG)• Diagnostic Assessment of Reading Needs

(DARN)• Comprehensive Reading Assessment Program (CRAP)• Osceola Diagnostic Evaluation of Reading (ODER)

RA

PP -

His

tory


Diagnostic Reading Tool

RA

PP -

His

tory

The official name is the . . .


DR

T -

Overv

iew


Overv

iew

– R

eadin

g C

om

pre

hen

sion Reading Comprehension, the

ability to understand what you read, is the ultimate goal of reading instruction


Reading comprehension is comprised of two equally important components:

1. Language Comprehension

Overv

iew

– R

eadin

g C

om

pre

hen

sion


Reading comprehension is comprised of two equally important components:

1. Language Comprehension,

and

1. Decoding ability (Basic ReadingSkills)

Overv

iew

– R

eadin

g C

om

pre

hen

sion


Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)

BACKGROUND KNOWLEDGE

VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING

LITERACY KNOWLEDGE

PHONEMIC AWARENESS

DECODING (and SPELLING) SIGHT RECOGNITION

SKILLED READING: fluent execution and coordination of word recognition and text comprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Torgesen, J.K. Meeting the Instructional Needs of Students with Reading Disabilities: Issues in Prevention and Remediation . Presented at meetings of the Council for Exceptional Children, Charleston, South Carolina, January, 2005


Language


Language

Language can be broken down into:

– Listening comprehension

– Background knowledge

– Vocabulary (Expressive and Receptive)


Language video clip

QuickTime™ and aAVC Coding decompressor

are needed to see this picture.


Listening Comprehension


Language

Listening Comprehension is . . .

understanding the implicit and explicit messages contained in language (SEDL, 2001).


Oral language comprehension is a good predictor of reading comprehension. (Carroll, 1977; Ladd, 1970; Stanovich, Cunningham & Freeman, 1984)

Listening comprehension is more related to reading ability than intelligence (Aaron, 1991; Durrell & Hayes, 1969; Spring & French, 1990; Wood, Buckhalf &Tomlin, 1988).

Language


Some children decode words fluently and still have reading comprehension problems that seem to stem from language comprehension problems (Oakhill, Cain & Yuill, 1998; Oakhill, Yuill & Parkin, 1986).

Reading comprehension and listening comprehension are governed by the same cognitive mechanism (Danks, 1980; Duker, 1965; Joshi, Williams & Wood, 1998; Kintsch & Kozminsky, 1977; Palmer, McCleod, Hunt & Davidson, 1985; Townsend, Carrithers & Bever, 1987; Trabasso, 1981).

Language


Language

Vocabulary Background Knowledge Listening Comprehension

Expressive Receptive

Intervene Intervene

low low

low

Intervene

low

Intervene

Language


BackgroundKnowledge


Background Knowledge is . . .

the substance on which language operates.

In communicating through language, successful comprehension requires both the ability to use the language and knowledge of the substance to be communicated (SEDL,2001).

Language


Schemas – knowledge base.

Can be simple knowledge (dining in a restaurant = being seated, ordering, being served, eating and paying the bill)

oresoteric (how computer programs complete searches for information).

Language


Without a broad knowledge base, an individual can not make sense of text.

Background knowledge and reading comprehension scores are positively correlated -- the more background knowledge a reader has about a subject, the more the reader understands when reading text about that subject (Chiesi, Spilich & Voss, 1979; Marr & Gormley, 1982; Pearson, Hansen & Gordon, 1979; Spilich, Vesonder, Chiesi & Voss, 1979).

Language


Language

Language



Intervene Intervene

low low

low

Intervene

low

Intervene


ExpressiveVocabulary


Expressive Vocabulary is . . .

the ability to produce meaningful messages through speech or writing.

Word use.

Also called confrontation naming or object naming

Language


Expressive Vocabulary . . .

has been found to be a reliable predictor of future reading ability (Preventing Reading Difficulties in Young Children, 1998).

Language


Language

Language



Intervene Intervene

low low

low

Intervene

low

Intervene


Receptive Vocabulary


Receptive Vocabulary is . . .

the ability to understand messages through either listening or reading.

Language


Language

Language



Intervene Intervene

low low

low

Intervene

low

Intervene


Basi

c R

eadin

g S

kills


Reading Fluency


QuickTime™ and aSorenson Video decompressorare needed to see this picture.


According to the National Reading Panel, fluency is reading “…with speed, accuracy, and proper expression.”

Fluent reading is natural sounding, conversational, smooth, and expressive (Put Reading First).

Basi

c R

eadin

g S

kills


Reading Fluency is a great indicator of overall health of basic reading skills and should be assessed first

Basi

c R

eadin

g S

kills


Basic Reading Skills

Letter & Word Knowledge Phonological Awareness Phonics

Sight Word Fluency

low Intervene

ok

Sight Word Accuracy

low Intervene

ok

Letter Naming Fluency

Intervene

ok

low

Letter Naming Accuracy

low

Intervene

Phonemic Decoding Fluency Phonemic Awareness

low Intervene

ok

Word Attack

low Intervene

ok

Letter-Sound Knowledge

low

Syllables

Rhyming

Intervene low

ok

low Intervene

ok

low

Intervene

Passage Reading Fluency

Basi

c R

eadin

g S

kills


The basic reading skills necessary for an individual to read fluently are:

• Letter & Word Knowledge

• Phonics

• Phonological Awareness

Basi

c R

eadin

g S

kills




Sight Word Fluency

low Intervene

ok

Sight Word Accuracy

low Intervene

ok


Intervene

ok

low


low

Intervene


low Intervene

ok

Word Attack

low Intervene

ok


low

Syllables

Rhyming

Intervene low

ok

low Intervene

ok

low

Intervene


Basi

c R

eadin

g S

kills


Letter & Word

Knowledge




Sight Word Fluency

low Intervene

ok

Sight Word Accuracy

low Intervene

ok


Intervene

ok

low


low

Intervene


low Intervene

ok

Word Attack

low Intervene

ok


low

Syllables

Rhyming

Intervene low

ok

low Intervene

ok

low

Intervene


Basi

c R

eadin

g S

kills


Basi

c R

eadin

g S

kills

Letter-Word Knowledge

– Sight Word Fluency

– Sight Word Accuracy

– Letter Naming Fluency

– Letter Naming Accuracy


Sight WordFluency


Sight Word Fluency

Sight words are words that contain word parts that have not yet been taught, but that are highly predictable or words that the child has memorized.

Sight word fluency pertains to the speed and accuracy of sight word readingB

asi

c R

eadin

g S

kills


Sight Word Accuracy


Sight Word Accuracy

Sight word accuracy pertains to the correctness of sight word reading

Basi

c R

eadin

g S

kills


Letter NamingFluency


Letter Naming Fluency . . .

is the reading readiness skills that is the strongest predictor of future reading ability is letter identification (Preventing Reading Difficulties in Young Children, 1998).

Letter Naming Fluency pertains to the speed and accuracy of letter identification.B

asi

c R

eadin

g S

kills



Letter Naming Accuracy pertains to the correctness of letter identification.

Basi

c R

eadin

g S

kills


Phonics


QuickTime™ and aAVC Coding decompressor

are needed to see this picture.




Sight Word Fluency

low Intervene

ok

Sight Word Accuracy

low Intervene

ok


Intervene

ok

low


low

Intervene


low Intervene

ok

Word Attack

low Intervene

ok


low

Syllables

Rhyming

Intervene low

ok

low Intervene

ok

low

Intervene


Basi

c R

eadin

g S

kills


Basi

c R

eadin

g S

kills

Phonics is . . .

a system that utilizes the sounds of spoken language and the letters and patterns of written language (FLaRE, ).

Includes written symbols (letters) and their corresponding sounds (phonemes).


Basi

c R

eadin

g S

kills

Phonics encompasses

– Phonemic Decoding Fluency

– Word Attack

– Letter/Sound Knowledge


Phonemic Decoding Fluency


Basi

c R

eadin

g S

kills

Phonemic Decoding Fluency . . .

is the ability to sound out words that follow English spelling conventions

Requires speed as well as accuracy.


WordAttack


Basi

c R

eadin

g S

kills

Word Attack

Using Word Attack skills, students can read unknown words by examining the individual letters and sounds and perhaps making associations with known letters or words (Preventing Reading Difficulties in Young Children).


Letter/Sound Knowledge


Basi

c R

eadin

g S

kills

Letter/Sound Knowledge

• Identifying letters when someone produces the corresponding sound.

• Saying the most common sound associated with individual letters.


Only proceed with testing Phonological Awareness if below average performance on all Phonics skills.

Basi

c R

eadin

g S

kills




Sight Word Fluency

low Intervene

ok

Sight Word Accuracy

low Intervene

ok


Intervene

ok

low


low

Intervene


low Intervene

ok

Word Attack

low Intervene

ok


low

Syllables

Rhyming

Intervene low

ok

low Intervene

ok

low

Intervene


Basi

c R

eadin

g S

kills


PhonologicalAwareness


Insert video clip about Neil here


Basi

c R

eadin

g S

kills

Phonological Awareness is . . .

The understanding that speech is composed of sub-parts

Sentences are comprised of words, words are comprised of syllables, syllables are comprised of onsets and rimes, and can be further broken down to phonemes (SEDL).


Basi

c R

eadin

g S

kills

A strong, positive relationship exists between phonological awareness and reading skills (Adams, 1990; Ehri & Sweet, 1991; Goswami & Bryant, 1992; Mason & Allen, 1986; Mann, 1986; Morais, Mousty & Kolinsky, 1998; Pratt & Brady, 1988; Read, Zhang, Nie & Ding, 1986;Shaywitz, 1996; Snow, Burns & Griffin, 1998, Stahl & Murray, 1994; Sulzby & Teale, 1991; van Kleeck, 1990).


It is a safe assumption that if a student has average to above average phonics skills, that he/she has competence in phonological awareness.

Basi

c R

eadin

g S

kills


Basi

c R

eadin

g S

kills

Phonological Awareness encompasses

– Phonemic Awareness

– Syllables

– Rhyming


PhonemicAwarenes

s


Basi

c R

eadin

g S

kills

Phonemic Awareness is . . .

the ability to notice, mentally grab hold of, and manipulate the individual phonemes within speech (Yopp & Yopp, 2000).


Children who fail to develop phoneme awareness have difficulty learning basic reading and spelling skills (Baddeley, Ellis, Miles & Lewis, 1982; Bradley & Bryant, 1978; Bradley & Bryant, 1983; Bryant, MacLean, Bradley & Crossland, 1990; Griffith, 1991; Holligan & Johnston, 1988; Holligan & Johnston, 1991; Juel, Griffith & Gough, 1986; MacLean, Bryant & Bradley, 1987; Olson, Wise, Conners & Rack, 1990; Snowling, 1981; Wagner, Torgesen & Rashotte, 1994). B

asi

c R

eadin

g S

kills


Syllables


Basi

c R

eadin

g S

kills

Syllables are . . .

a unit of spoken language that can be spoken. In English, a syllable can consist of a vowel sound alone or a vowel sound with one or more consonant sounds preceding and following (Preventing Reading Difficulties in Young Children).

The division of words into its basic units of pronunciation.


An awareness of syllables, onsets, and rimes (phonological awareness) typically develops before an awareness of phonemes (Fox & Routh, 1975; Goswami, 1994; Liberman, Shankweiler, Fischer & Carter, 1974; MacLean, Bryant & Bradley, 1987; Treiman, 1985; Treiman, 1986; Treiman, 1992).

Basi

c R

eadin

g S

kills


Rhyming


Basi

c R

eadin

g S

kills

Rhyming is . . .

sharing identical or at least similar medial and final phonemes in the final syllable.

Words can rhyme without sharing similar orthography such as ‘suite’ and ‘meet’ (SEDL).


Com

ple

tin

g a

read

ing

ass

ess

men

t


Materials you have receivedC

om

ple

ting

a r

eadin

g a

ssess

men

t


Com

ple

ting

a r

eadin

g a

ssess

men

tDRT Flow Chart


Com

ple

ting

a r

eadin

g a

ssess

men

tDRT Flow Worksheet


Com

ple

ting

a r

eadin

g a

ssess

men

t

DRT List ofAssessmen

ts


Com

ple

ting

a r

eadin

g a

ssess

men

t

DRT Glossaryof Terms


The Diagnostic Reading Tool List of Assessments helps you to determine tests you can use to assess each reading skill area.

Since we are looking to isolate reading skills so that we can pinpoint areas to intervene, we are looking for ‘pure’ measures.

Com

ple

ting

a r

eadin

g a

ssess

men

t


For example, DIBELS Letter Naming Fluency measures only the ability to name letters quickly (not comprehension, rhyming, etc.)

FCAT Reading – a great broad measure but not sensitive to where exactly the problem lies (measures comprehension, decoding, vocabulary, etc.)

Com

ple

ting

a r

eadin

g a

ssess

men

t


DIBELS

Additional testing probes and instructions for use are available for free download at http://dibels.uoregon.edu/measures.php

Cool Tools

Testing materials are available for free download at http://projectcentral.ucf.edu/Free%20Products/Instructional%20Resources/links.html

http://dibels.uoregon.edu/measures.php

http://dibels.uoregon.edu/measures.php

http://projectcentral.ucf.edu/Free%20Products/Instructional%20Resources/links.html




1. To start, measure reading comprehension (use DRT List of Assessments)

* If reading comprehension is average or above average – stop testing.

Low achievement may be a result of motivation, lack of focused attention, study skills, inappropriate behavior, etc.

Com

ple

ting

a r

eadin

g a

ssess

men

t


Joe Smith – First Grade DX of ADHD

History of Oppositional Bx

Group Reading Assessment and Diagnostic Evaluation (GRADE)

Reading Comp = 97SS

*Negated due to test administration errorCom

ple

ting

a r

eadin

g a

ssess

men

t


If reading comprehension is below average – you will need a measure of each of the four language areas (listening comprehension, background knowledge, expressive vocabulary, receptive vocabulary) and reading fluency

Com

ple

ting

a r

eadin

g a

ssess

men

t


2. Don’t reinvent the wheel - plug in existing data– DIBELS– GRADE– Language Evaluations– ERDA– Informal Classroom

Assessment– Psychoeducational

Evaluation

Com

ple

ting

a r

eadin

g a

ssess

men

t


If Reading Fluency is average to above average, the reading difficulties are likely due to language deficits or need for intervention with comprehension strategies

If Reading Fluency is low, it could

be due to deficits in one or more of the following reading areas:• Letter & Word Knowledge• Phonics• Phonological Awareness

Com

ple

ting

a r

eadin

g a

ssess

men

t


Basic Reading Skills are arranged in order of skill acquisition. The top skill in each column is the latest skill to develop. The bottom is the most basic.

We are going to assume that if a student has proficiency in any area of phonics, that they are competent with phonological processing.

Com

ple

ting

a r

eadin

g a

ssess

men

t



Letter & Word Knowledge Phonics Phonological Awareness

Sight Word Fluency

low Intervene

ok

Sight Word Accuracy

low Intervene

ok


Intervene

ok

low


low

Intervene


low Intervene

ok

Word Attack

low Intervene

ok


Syllables

Rhyming

Intervene low

ok

low Intervene

ok

low

Intervene


low

Com

ple

ting

a r

eadin

g a

ssess

men

t


If reading fluency is below average begin measuring letter and word knowledge and phonics

Begin assessing top skill in each section (for example, sight word fluency under letter and word knowledge). Continue testing down until an average score is obtained.

Com

ple

ting

a r

eadin

g a

ssess

men

t




Sight Word Fluency

low Intervene

ok

Sight Word Accuracy

low Intervene

ok


Intervene

ok

low


low

Intervene


low Intervene

ok

Word Attack

low Intervene

ok


Syllables

Rhyming

Intervene low

ok

low Intervene

ok

low

Intervene


low

Com

ple

ting

a r

eadin

g a

ssess

men

t


• Once an average score is obtained, back up to previous skill area and remediate.

Com

ple

ting

a r

eadin

g a

ssess

men

t




Sight Word Fluency

low Intervene

ok

Sight Word Accuracy

low Intervene

ok


Intervene

ok

low


low

Intervene


low Intervene

ok

Word Attack

low Intervene

ok


Syllables

Rhyming

Intervene low

ok

low Intervene

ok

low

Intervene


low

Com

ple

ting

a r

eadin

g a

ssess

men

t


Only measure Phonological Awareness if the student gets all the way down to Letter-Sound Knowledge under Phonics and is still below average.

If the student has some Phonics skills, it is assumed that he/she has a decent grasp on Phonological Awareness

Com

ple

ting

a r

eadin

g a

ssess

men

t




Sight Word Fluency

low Intervene

ok

Sight Word Accuracy

low Intervene

ok


Intervene

ok

low


low

Intervene


low Intervene

ok

Word Attack

low Intervene

ok


Syllables

Rhyming

Intervene low

ok

low Intervene

ok

low

Intervene


low

Com

ple

ting

a r

eadin

g a

ssess

men

t


3. Identify which areas of reading need to be assessed

*Back to Joe

Com

ple

ting

a r

eadin

g a

ssess

men

t


A couple of suggestions:

• No need to just plug in a score for every area – use judgment and critical thinking

• The question to focus on is “Where do I need to intervene with this child?” not “Where should this child be in relation to his/her peers?”

Com

ple

ting

a r

eadin

g a

ssess

men

t


Com

ple

ting

a r

eadin

g a

ssess

men

t

Let’s practice!


The advantage of using this assessment is that we now know where to intervene so that we see maximum student growth.

Com

ple

ting

a r

eadin

g a

ssess

men

t


Com

ple

ting

a r

eadin

g a

ssess

men

tAllons enfants de la patrie,Le jour de gloire est arrivé !Contre nous de la tyrannieL'étendard sanglant est levé ! (bis)Entendez-vous dans les campagnes,Mugir ces féroces soldats ?Ils viennent jusque dans nos brasÉgorger nos fils, nos compagnes !


Futu

re Init

iati

ves


Futu

re Init

iati

ves

Create a bank of scientific, research-based interventions paired with deficit areas

Collaboration with RTI committee and implementation

Tie reading skills to required cognitive process areas/CHC factors (ie – phonological processing involves Auditory Processing (Ga) and Crystallized Intelligence (Gc)