SPCED587ReadingMethodsMRSD.pptVIP

SPC ED 587Reading Methods MR/SD Assessment: Part I September 6, 2006 Before Beginning Assessment Ensure maximum access to print/picture/logo/writing materials, etc. Positioning Assistive technology needs Sensory issues that require modification of materials (e.g., increasing size of print or picture) Organizing Assessment: Areas to Evaluate Student’s language level (if appropriate) Intentional communication? Symbolic communication? Symbol recognition (if appropriate) Might include sight words or be limited to concrete objects, photographs, or picsyms Listening Speaking vocabulary E.g., Observation; Peabody Picture Vocabulary (ask SL/P) Phonological awareness (if appropriate) E.g., observation, Dibbles, Yopp-Singer Student’s understanding of print attitudes toward reading/literacy activities E.g., Concepts About Print; Early Literacy Checklist; Parent Student Interviews Word Recognition Skills Automatic and mediated word recognition Phonological awareness; phonemic awareness; letter name/sound knowledge; single words; connected text E.g., running records w/ miscue analysis, Informal reading inventories; standardized instruments, such as W-JR; CBM; etc.; Yopp-Singer; C-TOPP Reading Listening comprehension E.g., Informal reading inventories; Gray Oral Reading Test; story re-telling checklists; story grammar maps Reading fluency E.g., CBM procedures using fluency norms Writing (composing text) E.g., rubrics or classroom based assessments Attitudes toward literacy E.g., Reading attitude surveys; observations, interviews Evaluating What Students Understand  About Print Examples: Concepts About Print Checklist of Early Literacy Attitudes Toward Literacy Parent and student interviews Observation Phonological Awareness Example: Yopp-Singer Also see reading for next week (Copeland Calhoon for additional ways to assess with students with complex communication needs) Reading (Word Recognition) Levels Independent level Recognize minimum of 99% of words/co