reading assessment and instruction using levels of functioning to assess reading and determine...
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Reading Assessment and Instruction
Using Levels of Functioning to Assess Reading and Determine Instructional Expectations
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Factors in Deciding How to Teach Reading Student attitude, energy, and motivation Effectiveness of previous approaches Clear diagnostic information of specific
reading problems (of the individual) Teacher knowledge of reading strategies Matching appropriate reading program
with the student.
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Functioning Levels Operationalized for Reading Independent: >98% word recognition +
>90% comprehension. Thumbnail: @95% overall
Instructional: 95% word rec. and >75% comprehension. Thumbnail: @ 80 - 90% overall
Frustration: <90% word rec. and <50% comprehension. Thumbnail:<80 % overall
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Hierarchy of Instruction Reading for accuracy Reading for fluency
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Strands of Reading Curriculum word attack word recognition reading comprehension
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Word Attack Definition
Analysis of words Represent discrete oral sounds associated
with letters or groups of letters Scope and Sequence
Should be developed according to observed needs of the student and/or in relationship to curriculum
Major Approaches Phonics Structural Analysis
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Performance Measures
Isolated sounds - 70 spm @ 98%accuracy Words in a list - 80 wpm @ 98% accuracy Words in text - 100 wpm @ 98% accuracy
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Sequence of Fluency Measures
Sounds in isolation Saying nonsense words Saying phonetically regular words Oral reading from text Isolated prefixes and suffixes endings, prefixes , & suffixes with
nonsense roots Structural analysis of words
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Word Attack Levels of Assessment Knowledge
Associate letters with sounds Recognize beginnings and endings
Application Apply rules for decoding
• familiar words• unfamiliar words
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Error Analysis Topology
reproduction errors Miscue analysis
errors in grammar and/or meaning Specific word attack errors
based on what has been taught
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Word Recognition Definition:
treating a group of letters as a single unit Scope and sequence
Curriculum types• Developmental • Functional
Major Approaches Student-specific words in the curriculum Overall fluency
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Performance Measures Latency and rate
words in isolation Passages in text
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Levels of Assessment Associate letters in sequence as
words 95% accuracy
Do so to automaticity 95% fluency
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Reading Comprehension Definition
ability to obtain meaning from print. Scope and Sequence
Word attack and recognition are important prerequisites
Literal, inferential, and critical comprehension
Little consensus on what skills to teach and in what sequence
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Performance Measures of Reading Comprehension Comprehension is measured indirectly:
that is, they are inferential Often measurements of RC are more
accurately influenced by Language Cognition/reasoning Memory Literary skills Prior Knowledge
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Language Influences on Reading Comprehension To comprehend text requires
knowledge of vocabulary (semantics) and grammar (syntax)
the student must know what words mean• apart and in conjunction with other words
language competence of the learner must match the language demands of the text
Reading comprehension cannot exceed general language competence.
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Cognition/reasoning Influences on Reading Comprehension
Prediction/extrapolation prediction requires
going beyond information presented extrapolationn reqires prediction plus
making unstated conclusions Higher order skills
summarize, analyze, synthesize
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Memory Influences on Reading Comprehension
Immediate or long term recall/retell Recognition of main ideas or details
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Literary Skills Influences on Reading Comprehension
Recognition of literary devices satire, irony, sarcasm similes, metaphors
Interpretation literary devices poetry
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Influence of Prior Knowledge on Reading Comprehension
Students can comprehend new material if it covers something they already know
New material that covers something unexperienced may be more difficult
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CBA Data collection of performance
results Display of data Based on extant curricula
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Guidelines for Measuring Reading Comprehension
Measures should match vocabulary and syntax of the material covered
Assessments should measure comprehension (not analysis, synthesis, or evaluation)
Assessment should measure literal comprehension
Assessment should allow the student to see the passages to avoid recall/memory influences
Assessment of comprehension should account for prior knowledge pretest or provide relevant background information
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Common Performance Measures of Reading Comprehension
Sentence verification tests Student retelling Time oral reading Cloze procedures Text comprehension quesitons
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Sentence verification tests (Prompted Written Recall) A group of sentences
drawn from a passage with changed meaning distractors
Student reads and answers (from memory) whether information in sentences was part of the original passage or is the same in meaning.
>85% = Independent, 75-85% = Instructional, <65% = Frustration
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Student retelling Students read and paraphrase as
they go along Students read entire passage and
paraphrase at the end Procedures for scoring include
Percent total words retold per words in the passage
Percent content words retold per content words in the passage
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Timed Oral Reading Fluency of reading is highly
associated with reading comprehension Measure words read correctly per total
words read Correct words per minute
See Salvia and Hughes (1990) for detailed procedures
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Cloze Procedures Choose a grade level passage of 250
words Provide a 25-word lead-in
paragraph/passage for reading sense Delete every 5th word and replace with a
blank (@ 15 spaces each) Provide a guided pre-sample for
understanding Make the procedure untimed
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Cloze Procedures Student reads the passage and says
or writes the missing words (spelling not a concern)
Exact correct words or close synonyms are accepted
>57% = Independent, 44-56% = instructional, <44% = frustration
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Answering Text Questions 5 - 10 questions at appropriate
reading level Use text explicit and implicit
questions >90% = Independent, 75-89% =
Instructional, <75% = Frustration
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Other Common Reading Assessments Informal Reading Inventories Content Reading Inventories Textual Reading/Study Strategies Observation/Error analysis
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A Classroom Informal Reading Inventory (In the Content Area)
Pick 20-25 words from 2 grade levels to the present (present to 2 grade levels above for potentially advanced readers) using appropriate subject matter texts.
Select passages of 200 -250 words from the same texts.
Construct 5 questions for each passage: include recall facts, inferential questions, and vocabulary definitions.
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Observation/Error analysis Checklists/Observational
Instruments Used to identify specific areas of
difficulty Error Analysis
Used for identifying common errors to target for instruction
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Levels of Assessment Literal, inferential, and critical
comprehension require different assessments
Beginning students should assessed for literal comprehension
Advance students can be assessed for higher levels of comprehension
Inferential comprehension requires students to analyze, synthesize and draw conclusions
Critical comprehension requires evaluation and judgments of the reading’s worth.
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Diagnostic Information Assessment Compare reading proficiency of
students in the class with target student Important to determine proficiency on
what the student can be expected to do.
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Reading Instruction for Secondary Students with
Mild Disabilities
Strategies and Models
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The Reading Process Motivational Analysis Vocabulary Development
Word Recognition, Word Knowledge (Definition)
Teaching Comprehension Strategic Reading Strategic Teaching
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Motivational Analysis Identify why student needs to read in your
content area Identify why student will read in your
content area Identify how student is convinced to read
in your content area (primary and secondary reinforcers)
Attach reinforcers to reading activities
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Word Recognition (for highly deficient readers) Identifying words
use of computer assisted instruction or flashcards
Word ID strategies (e.g., DISSECT) Use word banks with motivational
inventories (token reinforcement)
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Word Knowledge (Definition) Concept diagramming (mapping)
Computer-generated maps (e.g., Inspiration) Finding synonyms, Contextual analysis Using Reference Sources Morphemic Analysis
Understand the parts, understand the word
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Strategic Reading Study Strategies
Analyze sections of the text Comprehension Strategies
RAP• Read the paragraph• Ask yourself what the paragraph is about• Put the main idea and two details in your
own words.
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Strategic Teaching Reciprocal Teaching Direct Instruction Adaptation Analysis
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Reciprocal Teaching Summarize Question Clarify Predict
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Direct Instruction Structure the learning climate into
predictable activities that provide a high level of teacher-student, and student-
student interaction make efficient use of learned strategies
Teacher behaviors include questioning paraphrasing visual imagery
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Adaptation Analysis Options
Reduce the expected amount of learning
Match textbooks to learning abilities Enhance content through study guides Provide technology accommodations promote use of appropriate learning
strategies
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Writing samples 10 minute probes Story starters (pictures) Calculate the words written and correct
words written correct = spelled correctly and appropriate
mechanics Determine % accuracy of writing sample. Determine most appropriate writing goal
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Writing Sample 1: Picture of a flying saucer circling a small town
a green space man comes to boise. he kill boys and girls. there moms and dads are sad.
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Writing Sample 2: Picture of a party
its a party and my friends come to my house. we dance and Ill have lotsa fun.
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Sample 3: Picture of skier with child
my skisut is red. I go fast on hills. my sisters ski with me. its to cold to ski for a long time.
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Reading Comprehension Sample 1
In reading “Mary had a Little Lamb” What do you think the teacher
would say if Mary brought the lamb a second day?
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Reading Comprehension Sample 2
In reading “Mary had a Little Lamb” How do you think Mary felt
about her day at school?