language and literacy assessments for students who are deaf/hard of hearing
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Language and Literacy Assessments for Students Who Are Deaf/Hard of Hearing. GDEAF – 2004 Macon, GA. Assessments for External Audiences. Provides data to people and organization beyond the classroom and building level - PowerPoint PPT PresentationTRANSCRIPT
Language and Literacy Language and Literacy Assessments for Students Who Assessments for Students Who
Are Deaf/Hard of HearingAre Deaf/Hard of Hearing
GDEAF – 2004GDEAF – 2004
Macon, GAMacon, GA
Assessments for External AudiencesAssessments for External Audiences
Provides data to people and organization Provides data to people and organization beyond the classroom and building levelbeyond the classroom and building level
Used to compare programs, school Used to compare programs, school divisions within a state, or even states divisions within a state, or even states themselvesthemselves
Not administered at the discretion of the Not administered at the discretion of the teacherteacher
Used for school accountabilityUsed for school accountability
Assessments for Internal AudiencesAssessments for Internal Audiences Used to gather information about students that will Used to gather information about students that will
be of direct, immediate use to the teacher herself or be of direct, immediate use to the teacher herself or himself.himself.
Used to organize, plan, and evaluate instructionUsed to organize, plan, and evaluate instruction For the student’s benefit:For the student’s benefit:
– Recognition of achievementsRecognition of achievements– Setting of goalsSetting of goals
For the teacher’s benefit:For the teacher’s benefit:– Where to begin instructionWhere to begin instruction– What to reviewWhat to review– When to intoduce new materialWhen to intoduce new material– How to group studentsHow to group students
Language AssessmentsLanguage Assessments
The MacArthur Communicative The MacArthur Communicative Development Inventory: Words and Development Inventory: Words and SentencesSentences– Distributed by Paul H. Brookes Publishing Co.Distributed by Paul H. Brookes Publishing Co.
» 1-800-638-37751-800-638-3775
» www.brookespublishing.comwww.brookespublishing.com
Literacy AssessmentsLiteracy Assessments
Formal MeasuresFormal Measures Running RecordsRunning Records Informal Reading InventoriesInformal Reading Inventories Checklists & InventoriesChecklists & Inventories
– Stages of Literacy ChecklistStages of Literacy Checklist» Martha French, Martha French,
– Literacy Assessment: A Handbook of Literacy Assessment: A Handbook of InstrumentsInstruments
» Edited by Lynn K. Rhodes, Heinemann, 1993Edited by Lynn K. Rhodes, Heinemann, 1993
Formal MeasuresFormal Measures
Criterion-Referenced TestsCriterion-Referenced Tests Achievement TestsAchievement Tests
– Peabody Individual Achievement Test, Revised Peabody Individual Achievement Test, Revised Ed. (PIAT-R)Ed. (PIAT-R)
– Wide Range Achievement Test, 3Wide Range Achievement Test, 3rdrd Ed. Ed. (WRAT-3)(WRAT-3)
Diagnostic TestsDiagnostic Tests– The Woodcock Reading Mastery – RevisedThe Woodcock Reading Mastery – Revised– Gray Oral Reading Tests, 3Gray Oral Reading Tests, 3rdrd Ed. Ed.
Informal Reading InventoriesInformal Reading Inventories
Basic Reading Inventory 5Basic Reading Inventory 5thth Edition Edition– Jerry L. Johns; Kendall/Hunt, 1997Jerry L. Johns; Kendall/Hunt, 1997
Qualitative Reading Inventory IIQualitative Reading Inventory II– Lauren Leslie & Joanne Caldwell; Wesley Longman, Lauren Leslie & Joanne Caldwell; Wesley Longman,
19951995
Stieglitz Informal Reading Inventory 2Stieglitz Informal Reading Inventory 2ndnd Ed. Ed.– Ezra L. Stieglitz; Alyn & Bacon, 1995Ezra L. Stieglitz; Alyn & Bacon, 1995
Informal Reading Inventory 4Informal Reading Inventory 4thth Ed. Ed.– Paul C. Burns & Betty D. Roe; Houghton Mifflin, 1992Paul C. Burns & Betty D. Roe; Houghton Mifflin, 1992
Administering an Informal Administering an Informal Reading InventoryReading Inventory
Where to startWhere to start Where to stopWhere to stop Word Recognition in IsolationWord Recognition in Isolation Concept MiscuesConcept Miscues Re-inspection and ComprehensionRe-inspection and Comprehension Retelling and ComprehensionRetelling and Comprehension Listening ComprehensionListening Comprehension
Reading LevelsReading Levels
IndependentIndependent Instructional Instructional FrustrationFrustration
IndependentIndependent
Students can read text easily without help.Students can read text easily without help. Comprehension is excellent.Comprehension is excellent. Silent reading is rapid.Silent reading is rapid. Oral reading generally fluent.Oral reading generally fluent. Words are generally recognized and Words are generally recognized and
understood at sight.understood at sight. Easy and enjoyable for the reader.Easy and enjoyable for the reader.
InstructionalInstructional
Material is not easy but still comfortable.Material is not easy but still comfortable. Students are comfortably challenged and will Students are comfortably challenged and will
benefit from instruction.benefit from instruction. Comprehension is good, but some help may be Comprehension is good, but some help may be
needed with some concepts.needed with some concepts. Silent reading is fairly rapid.Silent reading is fairly rapid. Some word analysis is usually necessary.Some word analysis is usually necessary. Oral reading is fairly smooth and accurate.Oral reading is fairly smooth and accurate. Occasional miscues occur during oral reading.Occasional miscues occur during oral reading.
FrustrationFrustration Material is too difficult to be read Material is too difficult to be read
successfully.successfully. Comprehension is poor with major ideas Comprehension is poor with major ideas
missed.missed. Both oral and silent reading are slow and Both oral and silent reading are slow and
labored.labored. Oral reading miscues are frequent.Oral reading miscues are frequent. Because of difficulty, this level is Because of difficulty, this level is frustratingfrustrating to a student. to a student.
This level should be avoided during This level should be avoided during instruction.instruction.
Word Recognition in IsolationWord Recognition in Isolation
Independent LevelIndependent Level– 90-100% accuracy90-100% accuracy
Instructional LevelInstructional Level– 70-85% accuracy70-85% accuracy
Frustration LevelFrustration Level– Below 70%Below 70%
Word Recognition in ContextWord Recognition in Context
IndependentIndependent– 97% or higher97% or higher
InstructionalInstructional– 90-96%90-96%
FrustrationFrustration– 90%90%
Reading and Listening Reading and Listening Comprehension LevelsComprehension Levels
IndependentIndependent– 90% or higher 90% or higher
Instructional Instructional – 70-90%70-90%
FrustrationFrustration– Below 70%Below 70%
Stages of LiteracyStages of LiteracyAll
Developing to Maturing
5%
Maturing8%
Early Emerging7%
Emerging18%
Emerging to Beginning
11%
Beginning13%
Beginning to Developing
17%
Developing10%
N/A11%
Pre-School, Pre-Kindergarten, & Kindergarten
Early Emerging39%
Emerging51%
Beginning10%
*23% of students assessed are in identified Special Needs classes.
First and Second Grade Students
Early Emerging10%
Emerging10%
Emerging to Beginning30%
Beginning30%
Beginning to Developing
20%
*50% of students assessed are in identified Special Needs classes.
Third - Fifth Grade Students
Emerging to Beginning23%
Beginning23%
Beginning to Developing
26%
Emerging12%
Developing8%
Developing to Maturing8%
*27% of students assessed are in identified Special Needs classes.
Stages of LiteracyMiddle School Students
Developing to Maturing11%
Developing19%
Beginning to Developing24%
Beginning19%
Emerging to Beginning11%
Emerging7%
Maturing9%
*12% of students assessed are in identified Special Needs classes.
High School Students
Emerging22%
Emerging to Beginning14%
Beginning5%
Beginning to Developing
19%
Developing14%
Developing to Maturing5%
Maturing21%
*40% of assessed HS students are in identif ied Special Needs classes.
**20 HS students w ere not assessed, and do not receive LA services on campus.
Walk in the FallWalk in the Fall
ItIt was fall. Pat went for a walk. was fall. Pat went for a walk. SheShe took took herher dog Sam. dog Sam. TheyThey liked to walk. liked to walk. TheyThey walked for a long time. walked for a long time. TheyThey saw saw trees. trees. SomeSome were red. were red. SomeSome were green. were green. TheyThey were pretty. Pat and Sam saw birds were pretty. Pat and Sam saw birds too. Sam did not run after too. Sam did not run after themthem. . HeHe was was nice.nice.
JOHNS' BASIC READING INVENTORY
Student Name: AA Form A - Assessment Date: Jan-04 Form B - Assessment Date: May-04From A - Evaluator: Huston/Stoner Form B - Evaluator: Stoner
Form A - NarrativeIndependentInstructionalFrustration
PP P 1 2 3 4 5 6 7 8
Form A - NarrativeIndependentInstructionalFrustration
PP P 1 2 3 4 5 6 7 8
Form B - NarrativeIndependentInstructionalFrustration
PP P 1 2 3 4 5 6 7 8Form B - NarrativeIndependentInstructionalFrustration
PP P 1 2 3 4 5 6 7 8
Word RecognitionIn
Isolation
Comprehension
Word RecognitionIn
Isolation
Comprehension
Johns’ Basic Reading InventoryJohns’ Basic Reading Inventory9QCC9QCC9th Grade QCC
0
2
4
6
8
10
12
14
RA RH MM WS
Student Names
Frustration
Instructional
Independent
Johns’ Basic Reading InventoryJohns’ Basic Reading Inventory9 Prep9 Prep
John's Basic Reading Inventory: Oral Reading Comprehension`
0
2
4
6
8
10
12
14
2002/Narrative 2003/Narrative 2004/Expository 2002/Narrative 2003/Narrative 2004/Expository
NM HW
Chris Robinson's Class
Frustration
Instructional
Independent
Johns’ Basic Reading InventoryJohns’ Basic Reading Inventory1111thth Grade QCC Grade QCC
0
2
4
6
8
10
12
2003/Narrative 2004/Narrative 2003/Narrative 2004/Narrative
SA KW
Frustration
Instructional
Independent