How Do You Assess Emergent Literacy?

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How Do You Assess Emergent Literacy?. Unless stated otherwise the content of this section is based on Chapter 2 Barr, R. et. al., (2007) Reading diagnosis for teachers: an instructional approach . Boston, MA.: Pearson, Education, Inc. - PowerPoint PPT Presentation

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How Do You Assess Emergent Literacy?

How Do You Assess Emergent Literacy?Unless stated otherwise the content of this section is based on Chapter 2 Barr, R. et. al., (2007) Reading diagnosis for teachers: an instructional approach. Boston, MA.: Pearson, Education, Inc.Benedictine University1

1Session 5 Classroom BasedReading Dimensions of Early ReadersPhoneme AwarenessSound of Written LanguageConcept of StoryAlphabet KnowledgeLetter-Sound KnowledgeWord AwarenessSight VocabularyDecoding AbilitySpelling AbilityContextual ReadingBenedictine University2

2Session 5 Classroom BasedAssessments for Emergent ReadersStorybook Reading ProceduresAlphabet KnowledgeLetter-sound Knowledge Developmental Spelling KnowledgeWord AwarenessPhonological Awareness AssessmentsPhonological Awareness Literacy Screening (PALS)http://pals.virginia.edu/Yopp Singer Test of Phoneme SegmentationDynamic Indicators and Basic Literacy Skills (DIBELS)Illinois Snapshot of Early Literacy (ISEL)Benedictine University3

3Session 5 Classroom BasedHow Do You Assess Decoding Issues?Unless stated otherwise the content of this section is based on Chapter 5 Gunning, T.G. (2010) Assessing and Correcting Reading and Writing Difficulties. Boston, MA.: Pearson, Education, IncBenedictine University4

DecodingDecoding involves four processors:Orthographic (letter) Phonological (sound)Meaning ContextObserving which processors a student is using to decode a word can help a teacher plan appropriate instruction

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5Session 5 Classroom BasedDecoding TestsUse IRIs, observations, interviews and word list tests to verify decoding issuesPublished tests and surveys:Word Patterns Survey (Appendix A)Syllable Survey (Appendix A)Beginning Phonics Skills TestPhonics subtest of the Diagnostic Assessments of Reading (DAR)Core PhonicsBe wary of tests only using nonsense wordsBe wary of spelling-only tests for decodingBenedictine University6

6Session 5 Classroom BasedAnalyze the test results:Does the reader use context?Does the reader use phonological clues?Does the reader know basic phonics?Benedictine University7Decoding

7Session 5 Classroom BasedHow Do You Assess Comprehension?Unless stated otherwise the content of this section is based on Chapter 5 Gunning, T.G. (2010) Assessing and correcting reading and writing difficulties. Boston, MA.: Pearson, Education, IncBenedictine University8

ComprehensionDifficult to assess because of the number of factors involved:Background knowledgeVocabulary knowledgeLack of strategiesLack of decoding/fluencyLack of attentionInadequate language developmentLack of developed thinking skillsBenedictine University9

9Session 5 Classroom BasedComprehension AssessmentsRetellingTo assist in grading, have a check list of important details that the student should mention in the retelling Think-AloudsUse before, during and after readingLook for students ability to use strategies to assist comprehensionQuestionnaires and InterviewsAsk students to assess what they do while reading (See example survey on page 134 in Assessing and Correcting Reading and Writing Difficulties)

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10Session 5 Classroom BasedObservationsConstruct an observation checklist to determine what you are looking forAnecdotal RecordsLook for behaviors in a variety of settingsLook for successes as well as failuresBackground KnowledgeAssess by having students write down in 1-3 minutes all the words they can think of relating to a key word in the story

Benedictine University11Comprehension Assessments

11Session 5 Classroom BasedHow Do You Assess Vocabulary Knowledge?Unless stated otherwise the content of this section is based on Chapter 5 Gunning, T.G. (2010) Assessing and correcting reading and writing difficulties. Boston, MA.: Pearson, Education, IncBenedictine University12

Session 5 Classroom Based12Vocabulary KnowledgeAssess listening, speaking and reading vocabularyDoesnt always require an additional test can be done through previous observations, interviews or analysis of IRIs Low vocabulary/ high comprehension = a possible language difficulty High vocabulary/ low comprehension = the student has the potential to read better, but is:Not using effective reading techniques or strategiesOr may have cognitive processing issues Attention problems, weak strategies, visual processing problems, etc.Benedictine University13

13Session 5 Classroom BasedStandardized Tests of VocabularyThe following tests assess vocabulary in context using a modified cloze:Degrees of Reading Powerhttp://www.questarai.com/Products/DRPProgram/Pages/default.aspx Diagnostic Reading ScalesWoodcock Reading Mastery Testshttp://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=WRMT-III Benedictine University14

14Session 5 Classroom BasedHow Do You Assess Study Skills?Unless stated otherwise the content of this section is based on Chapter 5 Gunning, T.G. (2010) Assessing and correcting reading and writing difficulties. Boston, MA.: Pearson, Education, IncBenedictine University15

Study SkillsAssess study skills through methods similar to those for assessing comprehension Look at student performance on tests and quizzes that require home preparationAssess students habits, attitudes, motivation and the strategies that they useSample interview questions are on page 137 in Assessing and Correcting Reading and Writing Difficulties Benedictine University16

16Session 5 Classroom Based

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