reading assessment: gort- 4 (gray oral reading test -4) by: susan zirpoli 3/24/11 for the great...
TRANSCRIPT
Reading Assessment:GORT- 4 (Gray Oral Reading Test -4)
By: Susan Zirpoli
3/24/11
For the great teachers at
South Carroll High School
WHAT IS YOUR QUESTION?
Why are you assessing?
What component of Reading are you assessing?
Remember: Tests do not diagnose- people do. + IT TAKES A TEAM Use multiple assessments to diagnose.
Don’t forget classroom performance, screening, IRIs, running records, classroom observation, other?
Reading Assessment Handout:Special Education MatrixOrganized by the Big 5
• Phonemic Awareness• Phonics• Fluency • Vocabulary• Comprehension National Reading Panel (2000)
Grey Oral Reading Test-4 (GORT-4)
Fluency
Comprehension
GORT 4: Test Administration
1:1 Grades 1-12 Time: 30-45 minutes Ceilings: 2 separate
1 for fluency - Timer needed.
1 for comprehension
WHY: GORT- 4
Norm-referenced, reliable and valid test of
Oral Reading • RATE• ACCURACY• FLUENCY (Rate + Accuracy)• COMPREHENSION• OVERALL READING ABILITY (Combination of student’s Fluency & Comprehension Scores)
PURPOSE
ID students with Problems – pg. 4 Determine Strengths & Weaknesses –
pg. 4 Document Progress – pg. 5
2 equivalent forms available Research
ADMINISTRATION
Practice Essential - (test your child, the neighbor, the dog- get comfortable before testing students)
READ THE MANUAL (place post-its to parts you need to access quickly)
Validity/Reliability based on standard administration- don’t deviate from the script.
MATERIALS NEEDED
Timer Tape Recorder (highly recommended-
especially for analysis of miscues) Manual Student Book (contains stories that the
student reads) Profile/Examiner Record Booklet
TEACHER DIRECTIONS pg.15
Place post-its in technical manual.
This is especially important where verbatim teacher directions are given.
THIS IS WHAT MAKES IT A STANDARDIZED TEST.
General Scoring
Time- indicate time in seconds at the end of each passage.
Deviation from Print- the # of errors or miscues. These include:– Substitutions– Additions– Omissions
Comprehension Score-# correct Converting Time & Deviations from Print to
Rate and Accuracy
MARKING DEVIATIONS FROM PRINT pg. 17
READ THIS PAGE CAREFULLY
What counts as an error:• Substitutions • Additions• Omissions
MARKING MISCUES
See page 17- slashes
More in-depth analysis – pg. 19MISCUE MARKING SYSTEM
PRACTICE Administration
Let’s use Story 5 from Form A
Mark errors with slashes while I read.
Don’t forget timer and tape recorder
Practice Scoring:
Rate, Accuracy, Fluency and Comprehension.
Miscue Analysis
Story 5 & 6 exemplarsNote miscue marking system while I read
stories. Now look at Sample 2 Form –
Miscue Analysis Worksheet This is optional but assists with
instructional recommendations.
Miscue Analysis informs instruction
Meaning Similarity Function Similarity Graphic/Phonemic Similarity Multiple Sources Self- Correction
(Guidelines for scoring -
BASALS & CEILINGS pg. 11-15
NOTE: THIS IS IMPORTANT!!!!!2 separate Basals & Ceilings: Comprehension Fluency
COMPREHENSION– pg. 11(Basals & Ceilings)
Establish ceiling first. Then go back to establish basal.
Basal – answers all 5 comprehension
questions correctly.Ceiling - misses 3 out of 5
comprehension questions or until the last story is read.
FLUENCY– pg. 13(Basals & Ceilings) pg.
Basal –When the fluency score for a story is 9 or 10
Ceiling –When the fluency score for a story is 2 or less.
Remember: Fluency is derived by adding Rate + Accuracy
PRACTICE SCORING
Student: Fancy Free– Compute Age– Where is basal/ceiling fluency?– Where is basal/ceiling comprehension?– Compute Raw Scores– Standard Scores, Percentile Ranks– Sum of Fluency and Comprehension SS– %ile– Oral Reading Quotient (ORC)
HOW DID FANCY DO?
Standard Scores – subtests/total?%ile RanksWhat does this mean?Strengths/Weaknesses?
HAPPY TESTING!
Thank You!