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1) Purposes of assessment in this box (double click the box to type).

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1) Purposes of assessment in this box (double click the box to type).

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- The purpose of this assessment is to determine whether deficits in phonemic, or sound awareness, account for the students reading or spelling delays.
- Put another way, this assessment allows you to determine if the student is struggling  because of a phoneme problem.
- According to research, lack of phonemic awareness is the strongest determinant of likelihood of reading trouble.

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2) Useful results about reading performance? 

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2) Useful results about reading performance? 

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-By kindergarten, students will be able to delete initial and final phonemes.
- If a student is not able complete Part A and B of the assessment just stop the rest of the assessment.
-  Also if the students are not able to complete part C or D stop the assessment if the students are able to complete each one
- Doing the Deletion Test is critical for students who have reading difficulties or dyslexia

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SPE 509 - Module 3 - Phoneme Deletion Test

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How often should this assessment be given to students?

Can make accommodations for students by shortening the length of the passage.
Can read aloud the passage to the students if needed.-RR

Possible for the timer to be more than 3 min?-RR

Allow the students to work with another peer on the passage?-RR

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1) Purposes of assessment in this box (double click the box to type).

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1) Purposes of assessment in this box (double click the box to type).

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The purpose of using this assessment is to measure how well students understand text they read silently (Core, 2008, p. 120). Capable readers understand the syntax of what they read and the meanings of words as they are used in the text. Some students with reading difficulties can't comprehend what they read well enough to choose words based on semantic and syntactic accuracy.  A maze reading assessment can identify these students and measure changes in their reading behaviors as the result of instruction or practice (Core, 2008, p. 150). -ES

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2) Useful results about reading performance?

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2) Useful results about reading performance?

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"The results of the maze assessment are reported as the number of correct replacements. This measure is consistent across assessment passages and grades, so a student's understanding of the text can be compared to prior or subsequent assessments and with other students in the same grade. A student with few correct responses may be experiencing reading difficulties, so the measure can be used for screening (Core, 2008, p. 154).  For progress monitoring purposes, the maze assessment may be used more than once if the students receive no feedback about their responses.  Goal setting can be accomplished using the information in the table.  Typical students will show a score increase from the beginning to the end of the school year (Core, 2008, p. 154). -ES

"A useful strategy to improve students' understanding of text is to pair reading with comprehension checks through peer questions, summarization, or retelling. It is important to test them on other skills including fluency, vocabulary, and, if necessary, phonics and decoding" ( CORE,2008, pg.152). If students can be tested on other skills along with being able to pair reading with other strategies, their levels of performance will improve from fall to spring. -RR

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Choose the word that completes the sentence

1. They were on their way to (for, the, a lot) mall.

2. Kyle and his (it, quick, sister) sat on the couch.

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1) Purposes of assessment in this box (double click the box to type).

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1) Purposes of assessment in this box (double click the box to type).

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The purpose of using this assessment is to "measure how well students know the meaning of grade-level words they read silently" (CORE, 2008, p. 120).AT

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2) Useful results about reading performance?

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2) Useful results about reading performance?

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"The results of the reading vocabulary assessment are reported as the number of words correct. A student who scores at the Intensive level (49% or less correct) may be having significant difficulty with understanding grade-level material because of insufficient vocabulary knowledge. A student who scores at the strategic level (between 50% and 74% correct) may be having some difficulty understanding grade-level material because of insufficient vocabulary knowledge. A student who scores at the Benchmark level (75% or more correct) has adequate vocabulary knowledge for typical reading" (CORE, 2008, p. 121). AT

- " Hearing grade level or higher text read aloud, paired reading of grade level text, and independent reading contribute to a meaningful way to vocabulary acquisition, particularly when it is supported by feedback from peers and adults"(CORE,2008, pg. 120). -RR

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Choose the answer that means almost the same as the bolded word.

1. Resume
A. Design
B. Continue
C. Draw

2. Error
A. Top
B. Show
C. Mistake

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Considerations for students with SLD, nonverbal, and Low Incidence students? -RR

How would we administer this test for ESL students? -RR

Possible accommodations made for students who are dyslexic or who have ADD/ADHD?-RR

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1) Purposes of assessment in this box (double click the box to type).

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1) Purposes of assessment in this box (double click the box to type).

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- The purpose of this is to "determine a student's oral reading fluency (ORF) and accuracy" (CORE, 2018, pg. 77). -JP

- Help make essential instructional decisions e.g. ORF data can be used to place students in appropriate instructional groupings, identify students not making progress, monitor progress of students reading below grade level.  (CORE, 2018. p. 77). -PM

-The purpose of this assessment is to see where the students are at in their reading fluency skills and what areas they need improvement. "When students read passages accurately and fluently, it can be assumed that they have mastered the lower-level skills and processes that are required, but are not explicitly observed, during passage reading. (CORE, 2018, p 77) -KN

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2) Useful results about reading performance?

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2) Useful results about reading performance?

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- "MASI-R assessment results can help determine if there is reason to further explore the student's educational needs or to adjust curriculum or instruction" (CORE, 2018, pg. 77). -JP

-"A student who scores significantly  below the 50th percentile according to Hasbrouck and Tindal's Oral Reading Fluency Norms should be further assessed using  diagnostic  tests that measure decoding skills and phonemic awareness before concluding that fluency alone is the problem" (CORE, 2018, pg. 81). -JP

- Good overall estimate of students' reading proficiency and predictor of success in reading comprehension (CORE, 2018, p. 77). -PM

On page 80 in 'Assessing Reading Multiple Measures', there is a chart that shows the results of an assessment done on students grades 1-8. It shows what percentile each grade level was during each term at school. It shows a clear increase in numbers as the year went on. (CORE, 2018, p.80) -KN

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- Teacher Record Forms
- Student Passages
- Timer

- Scoring Guidelines (ORF & Accuracy)
- Directions for administering passages

-directions, teacher copy and student copy of passage. KN

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Vision and hearing impairment considerations? -PM

Accommodations for students with diagnosed dyslexia, ADHD, etc.? AR

Accommodations for reading disability, offer more time for the student to read, maybe have the wording printed bigger. KN

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1) Purposes of assessment in this box (double click the box to type).

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1) Purposes of assessment in this box (double click the box to type).

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-The purpose of this assessment is to access the recognition of words out of context (CORE,2018,p.68) TH

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2) Useful results about reading performance?

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2) Useful results about reading performance?

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-If students do poorly on this assessment, further assessment is necessary to identify underlying causes (CORE, 2018, p69) TH
-The CORE Phonics Survey will identify whether or not poor decoding skill knowledge is causing poor word recognition, and the CORE Phonological Segmentation Test or the CORE Phoneme Segmentation Test will isolate phoneme awareness as an underlying factor (CORE,2018,p.69) TH

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1) Purposes of assessment in this box (double click the box to type).

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1) Purposes of assessment in this box (double click the box to type).

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-The purpose of this assessment is to assess students from k-4th grade on words that are frequently occur in grade level books. (CORE,2018,p.63) TF

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2) Useful results about reading performance?

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2) Useful results about reading performance?

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- The assessment can be used to provide data on growth after instructional period. (CORE,2018,p.63) TF
- It can also indicate if the student needs further instructional on specific lists of frequency words. (CORE,2018,p.63) TF
- Students who do poorly will need to be assessed further to identify the cause, whether it’s poor decoding skills or phoneme awareness. (CORE,2018,p.64) TF

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1) Purposes of assessment in this box (double click the box to type).

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1) Purposes of assessment in this box (double click the box to type).

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- To assess the phonics and phonics-related skills that have a high rate of application in beginning reading (CORE, 2018, 41). RF
- To determine a student's ability to decode and read individual words based on their sound and spelling (CORE, 2018, 41) RF
- To determine the skills possessed by the student in order to rightly decide reading tasks that offer the most effective reinforcement of skills. (CORE, 2018, 41) SD
- Based upon student's test scores intensified instruction and extensive practice can be more accurately installed and subsequently run. (CORE, 2018, 43) SD

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2) Useful results about reading performance?

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2) Useful results about reading performance?

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- As a result of Phonics Surveys a teacher will gain an understanding of a students single word reading ability. (CORE, 2018, 41) SD
- As a result of Phonics Surveys a teacher will gain an understanding of areas of student strength that can be supported, supplemented and strengthened. (CORE, 2018, 41) SD.
- "Strategic" or "Intensive" level results resulted in an understanding of tailored instruction. (CORE, 2018, 43) SD
- Older readers who score at the 'Intensive' level indicate their need for more basic phonics instruction, possibly including extra instruction over phonemic awareness and sound/spelling correspondences. (CORE, 2018, 43) RF

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- Phonics Surveys offer a positive first step in understanding and assessing a students reading level and ability. While unable to fully capture the level and ability of a reader, Phonics Surveys are capable of providing a foundation by which future reading programs and strategies can be built upon. SD

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1) Purposes of assessment in this box (double click the box to type).

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1) Purposes of assessment in this box (double click the box to type).

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-The purpose of this assessment is to test students ability to break words into their component phonemes or sounds. ( sat = /s/. /a/. /t/.)
- Also used as a way to determine if lack of sound awareness is the cause for struggles in reading.

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2) Useful results about reading performance?

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2) Useful results about reading performance?

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- Students who score strategic or intensive levels will benefit from targeted and intensive instruction and extensive practice in phonological awareness

-Discontinue the test if the student does not to the assessment 5 times in a row

- Test can determine if students have delays in reading or spelling

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SPE 509 - Module 3 - Jigsaw Phoneme Segmentation Test

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- Very similar to the phonological segmentation test especially part c.
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1) Purposes of assessment in this box (double click the box to type).

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1) Purposes of assessment in this box (double click the box to type).

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- Assess students ability to break sentences into each word component, each work into their syllable components and also each word into their phonological components.

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2) Useful results about reading performance? 

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2) Useful results about reading performance? 

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The results could mean the student may have deficits in reading or spelling delays.

- If the student scores low they will need intensive instruction and extensive practices in phonological awareness skills.

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SPE 509 - Module 3 - Jigsaw Phonological Segmentation Test

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- To me it is interesting to see how they break down a sentence for for part A but then break down a word for part C.

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- I have never seen this test performed in the reading classes in a self-contained high school class.
- I think this test should be administered more to see if there is progression
- I have never heard of this test and thought is was very interesting to learn and to try my self. Its hard to think of different examples when not given to you.