Presenters:

Kay Macartney (APL&S Tamworth)

Reading Assessment Tools – Supporting Students with Difficulties in Reading

Learning Intention To inform teachers about reading assessment tools.

http://www.curriculumsupport.education.nsw.gov.au/timetoteach/

Assessment Introduction Welcome to the NSW Department of Education and Training Assessment and Reporting site. The site has been developed to assist schools in implementing policy requirements Curriculum planning and programming, assessing and reporting to parents K-12 released in December 2005. The site offers practical support around Consistency in Teacher Judgement processes, Assessment 'of' and 'for' learning, a variety of assessment strategies for teachers to access and professional support opportunities for teachers in 2008. Use the navigation links on the left hand side of this page to access relevant areas. Teachers can also access the Department's updated Principles of Assessment and Reporting in NSW Schools document which replaces the Principles statement released to schools in 1996. We welcome your feedback and comments on the new site.

Curriculum Planning, Programming, Assessing and Reporting to parents K-12

What does the policy say about assessment? Schools plan assessment:

Ø  to inform teaching and learning

Ø  to monitor and evaluate student progress

Ø  which supports all students to demonstrate their achievement of outcomes

Ø  when developing teaching programs

Ø  which uses a variety of assessment processes and includes formal and informal activities

Ø  activities that incorporate adjustments provided to support student learning

Understanding Dyslexia and Significant Difficulties in Reading (online course)

Ø  What do I want my students to learn? Ø  Why does that matter? Ø  What do I want the students to do? Ø  How well do I expect them to do it?

4 Quality Teaching Questions

Teaching makes a difference Ø  The variance between teachers can impact on

student learning by 30% (Hattie, J. (2003) Teachers make a difference: What is the research evidence? University of Auckland).

Ø  Students who experience difficulties in learning to read require effective instruction that is both targeted and intensive.

Ø  Training teachers to understand dyslexia and other reading problems supports the early identification and response to the learning needs of students.

Understanding Dyslexia and Significant Difficulties in Reading (online course)

Tier 1 – Universal instruction All learners Formative assessment. The class teacher monitors and responds to the progress made by individual learners and adjusts their teaching accordingly.

Learners not making expected progress at Tier 1 Require specific level curriculum based assessments.

Tier 3 – Intensive instruction Learners not making expected progress at Tier 2 Further assessments to supplement those completed in school. Understanding Dyslexia and Significant Difficulties in Reading (online course)

Response to Intervention is a tiered approach for both assessment and interventions

Few

Some

All

A tiered approach to assessment

1.  Phonological /Phonemic Awareness

2.  Phonics 3.  Accuracy and Fluency 4.  Vocabulary 5.  Comprehension

5 Essential Elements of Early Reading

The most effective teaching programs for reading are: Ø grounded in evidence based research Ø explicit and systematic Ø phonically based Ø structured and sequential so that easier skills are taught first Ø cumulative with each step mastered before progressing to

the next step

Understanding Dyslexia and Significant Difficulties in Reading ( online course)

Effective Reading Programs

1. Gather information already available. For example; Teacher observations, work samples, NAPLAN

results, class tests, end of unit tests, year tests.

2. Use the Individual Assessment of Reading to assess aspects of reading that have not already been assessed. 3. Complete the co-occurring difficulties checklist. Understanding Dyslexia and Significant Difficulties in Reading (online course)

Carrying out your own assessment

In order to provide an individualised reading plan which has: Ø  targeted instruction Ø  frequent instruction Ø  practice opportunities Ø  feedback on their performance.

Our Focus Individual Assessment of Reading

Ø  Running Records (PM Benchmark Kit / levelled readers)

Ø  Letter Identification Score Sheet (Reading Recovery) Ø  Educheck Ø  SPAT Sutherland Phonological Awareness Test Ø  Johnson / 100 Most Used Words Ø  From Assessment to Programming ( tools &

comprehension ) Ø  NAPLAN follow up

Reading Assessment Tools

Running Record Ø PM Benchmark Kit Ø Levelled readers

Running Record for Year 4 Student Ø Level 16 - Instructional Level 92.6% accuracy Ø Fluency 56 cpwm ( Year 4 expected 115-125cwpm) Ø Using all sources (meaning, structure and visual information)

to problem solve unknown words, however sources are not being used in an integrated way. Mostly using initial visual information & sometimes using final visual information.

Ø Using visual information to self correct. Ø Self correction rate 1:2.4 Ø Mostly monitoring but not consistent. Ø Some rereading to gather meaning.

Letter Identification Score Sheet Ø Single sounds known Ø Alphabet response Ø Word response Ø Confusions

Reading Recovery

Educheck Neal Phonemic Skills Screening Test

 

seen  

pert  

raid  

bum  

oats  

meal jaw cart ray firm head curt loom fowl nigh mall tow guy

 

ck engaged

FROM ASSESSMENT TO PROGRAMMING Assisting students requiring additional support in reading Part 1 -Assessment

Specific level assessment tasks        

educheck Developing behaviouraland instructionalsolutions

       

NEAL PHONEMIC SKILLS SCREENING TEST  

NAME: AGE: DATE:    

LETTER PHONEMIC SOUNDS SKILLS

 a if up at on pug wit fez m cv s lag zip bud yen rod wax jut eve e

 r chop thick shun whet chuck chess d consonant f quiz which thud lash quit shock digraphs i

 t swim spat trot grim drum flog glen n consonant e skip bled crab twig scab fret plop blends ccve 0 ..

 h wept gulp zest list colt bust limp fold u cons. blends g tiff next ramp sink rift yell kelp jazz cvcc & double I consonants

 w hitch scrub strap fetch thrip botch v cons.blends p splat bunch shrug clutch prompt strict 3 consonants/ b digraphs

 y cube hive cute nape mile poke lame wage long vowels X cvccand j vice globe rote slate gripe crime graze froze c:Onsonant z blef¥1 ccvc

 qu loin hom coax th vowel er gout laud pew digraphs/ sh hoe soy thief diphthongs

 wh picnic visit cricket umbrella expect reject compound ch hopeless undertake pressing wicked message sufftx, preftx,

multi syllable words

 00 lamb measure blind canyon dispute ration oa Mise or salmon knit various gnaw initial vague

wrong phrase cough echo concise physics  

ai gac kez vum hon jis al Pseudowords ea chen thack shol whid quox ou

 ar Dagmar Neal A.U.A., Dip. T. (Adel.), B.A.. M.A. (Macq.) Educheck 1988 ir Permission to reproduce granted (First Developed 1984) ur

         

a m s  

e r d f

 

i t n c

 

o h u g

 

l w v p

 

b y x j

 

z qu th er

 

sh wh ch ck

   

oo ea

oa ou

or ar

ai ir

al ur

 

Educheck Neale Phonemic Skills Screening Test

Used to gauge reader’s use of phonological word processing skills

Ø Does reader refuse to respond, wait to be told? Ø Can the reader use ‘sounding out’ skills? Ø Does the reader ‘sound out’ but is unable to synthesise the word? Ø Is the reader fluent? Ø Does the reader have a long response delay (more than 2-3 seconds?

SPAT - Sutherland Phonological Awareness Test

Ø Measures student’s phonological awareness

Ø Identifies student’s skills – strengths and weaknesses eg syllable counting, rhyme detection, rhyme production, cvc blending, onset identification, final phoneme identification, cvc segmentation, segmentation – blends, etc .

A. SYLLABIC AND SUBSYLLABIC LEVEL 1. SYlLABLE COUNTING *Stimulus Page 1 Demo: kangaroo Practice: alligator picnic.................... television............... elephant................. supermarket............

 

/4 p E F + 1-

2. RHYME DETECTION * Stimulus Page 1 Demo: cat, bell. bat Practice: pig, dig,cup map, tap, kite.......... sun, shirt, gun......... fox. box, zip........... wall, fish, ball.........  

14 p E F +I-

3. RHYME PRODUCTION  Demo: can, fan ... man Practice: cat, fat, ... night, fight,............ toe, show,.............. bed, red,................. four, sore,..............  

14 p E F +I-

4. lDENTIFICATION OF ONSET Demo: ball Practice: sun fat....................... moon................... torch.................... girl......................  

14 p E F +I- B. PHONEMIC LEVEL (CVC) 5. lDENTIFICATION OF 6. SEGMENTATION (1) ANAL PHONEME * Stimulus·Page 1 Demo: game Demo: up

7. BLENDING (VC, CV, CVC) Demo: i, ce Practice: m,oo, n S, ee.................... d. ay.................... r, oa, d................. (J a, te................. ""

14 p E F + 1-

8. DELETION OF lNITIAL PHONEME Demo: boat (-b) Practice: meat (-m) tame (-t)................ shout (-sh)............. bark (-b)............... mat (-m)...............  

14 p E F +I-

Practice: boot bus...................... cap...................... roof..................... duck....................  

14 p E F + 1-

Practice: pin am...................... go...................... seat..................... mug....................  

14 p E F +I- c. PHONEMIC LEVEL (BLENDS) 9. SEGMENTATION (2) *Stimulus Page 1 F Demo: sleep D Practice: snake trip..................... spoon.................. g beast.................... p bond....................  

14 p E F + 1-

10.CC BLENDS: DELElE IRST PHONEME emo: play (-p)

Practice: clap (-c) smile (-s).........._,.... ruff (-g).............

late (-p)............... swing (-s)..............  

14 p E F +I-

11. CC BLENDS: DELElE SECOND PHONEME Demo: brake (-r) Practice: smack(-m) stale (-t)................ plain (-1)................ frog (-r)................ slash (-1)...............

 14 p E F + 1-

Scoring: P: Pass = 3 or 4 correct E: Emergent = 1 or 2

correct F: Fail = 0 correct  +1- Referto Table 1:

Skills Analysis  Subtotal: 144

D. GRAPHEME-PHONEME CORRESPONDENCES 12. NON-WORD READING * Stimulus Page 2 Write in child's response. Score I or 0.

ig .................................................. taf ...............................................

 

spob ··········································· mesk ..........................................._. scrad ........................................... fouse ............................................ ripadal ..........................................

17

13. NON-WORD SPEll.ING Dictate words. Use spare sheet of paper. Score I or 0.

af ............................................... rog ............................................. speg ............................................

visk ...................................................... strom .............................................

bouse .......................................... makidos ........................................

I 7 (1: phonetically acceptable 0: unacceptable)    I

     

SUTHERLAND PHONOLOGICAL AWARENESS TEST

Name: Date:

Grade: Age: Examiner:                                                                                                          

TOTAL SCORE (Maximum= 58): (Refer to Figure I: SPAT Total Scores)  

Conclaslons:      

Sutherland Phonological Awareness Test used with the permission of the author,Dr.Roslyn Neilson,1995

Johnson Basic Vocabulary FROM ASSESSMENT TO PROGRAMMING

Assisting students requiring additional support in reading

 Part 1 – Assessment

Specific level assessment tasks      Teacher’s copy

Johnson basic vocabulary  

Student’s name:.............................................................. Date:...............................  

the       out       our       how      

of       so       over       too      

and       said       man       little      

to       what       me       good      

a       up       even       very      

in       its       most       make      

that       about       made       world      

is       into       after       still      

was       than       did       own      

he       them       many       see      

for       can       before       men      

it       only       must       work      

with       other       through       long      

as       new       back       get      

his       some       years       here      

on       could       where       between      

be       time       much       both      

at       these       your       under      

by       two       way       never      

I       may       well       day      

this       then       down       same      

had       do       should       if      

not       first       those       my      

are       any       people       now      

no       like       Mr       because      

 

   Student’s copy

Johnson basic vocabulary  

the out our how of so over too

and said man little to what me good a up even very in its most make that about made world is into after still

was than did own he them many see for can before men it only must work with other through long as new back get his some years here on could where between be time much both at these your under by two way never I may well day

this then down same had do should if not first those my are any people now no like Mr because

 

100 Most Used Words

Ø Johnson and 100 most used words are used to assess sight word knowledge.

Ø Used to gauge student’s automaticity of words.

Resources: From Assessment to Programming Assessing students requiring additional support in reading & NAPLAN follow up (available on NEON) Ø  Reading Assessment Tools Ø  Comprehension Assessment (Literal, Inferential,

Applied) Ø  Use of semantic understanding

Other Assessment Tools

Co-occurring difficulties observation tool – Primary teacher checklist

Does the student demonstrate difficulties in: Ø Concentration and

Attention Ø Talking and Listening Ø Written Work Ø Motor Coordination Ø Behaviour Ø Personal Organisation

Understanding Dyslexia and Significant Difficulties in Reading online course.

Thank you