assessing reading using an mbe framework
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Assessing Reading Using an MBE Framework. HT820 Rachel Currie-Rubin April 14, 2014. Thank you and introductions. How many of you… Are former teachers or administrators? Are interested in going into teaching or administration? Are interested in becoming researchers? - PowerPoint PPT PresentationTRANSCRIPT
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Assessing Reading Using an MBE
FrameworkHT820
Rachel Currie-RubinApril 14, 2014
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Thank you and introductionsHow many of you…
Are former teachers or administrators?
Are interested in going into teaching or administration?
Are interested in becoming researchers?
Are unsure of your plans after HGSE?
Have taught or researched reading?
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Agenda1. Traditional Reading Assessment
2. Reading Assessment using an MBE framework
3. Discussion- casea. What are implications of using this framework for instruction? b. What are implications of using this framework for research?
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Questions1. What are traditional reading
assessments, and what do they tell us?
2. How might reading assessments look different if they are informed by an MBE framework?
3. What are the implications for instruction or research when we use an MBE framework for assessing reading?
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What does it take to read?C-A-T
Cats are my favorite animal.
Cats are similar in anatomy to the other felids with strong flexible bodies, quick reflexes, sharp retractable claws, and teeth adapted to killing small prey. Cats senses fit a crepuscular and predatory ecological niche. Cats can hear sounds too faint or too high in frequency for human ears, such as those made by mice and other small animals. They can see in near darkness. They can see in near darkness. Like most other mammals, cats have poorer color vision and a better sense of smell than humans.
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Traditional Reading Assessment
Phonological Processing
Phonological
AwarenessPhonological Memory
Rapid Naming
Decoding Fluency
Comprehension
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Generally Reading Assessment isn’t done in isolation…Cognitive assessments looking at
verbal skills, visual spatial skills, working memory skills, processing speed are also conducted.
Assessors often try to connect these skills to understand underlying challenges students face.
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ExampleAlice B. has strong verbal skills, strong visual spatial
skills, and strong working memory skills BUT she has relatively slow processing speed.
Strong verbal skills often strong comprehension skills
Combination of strong verbal skills and visual spatial skillsoften strong decoding and sight word reading
Strong working memory often strong comprehension skills, ability to decode longer words
Slow processing often slow rapid naming, slow reading speed (fluency)
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But aren’t these component skills related to what’s going on in the brain?
YES!
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Visual(?)
Auditory/visual(?)
Articulatory
What about memory, processing speed, comprehension? Do all “dyslexic brains”
think alike?
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Variability in our reading brains-Any one area “responsible” for a component of
reading may be responsible for reading difficulty
OR
-Connections among areas could be responsible for reading difficulties.
There may be patterns among people with reading difficulties BUT reading difficulties can arise from different route causes.
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Cognitive FrameworkAcademic abilities such as reading are
complex and multifaceted. Multiple reading subskills /cognitive skills
are critical for readingReading can break down because of
deficits in any one area or because of weaknesses in multiple areas.
The relationship between cognitive skills and academic abilities changes as children develop.
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Working MemoryThe ability to do mental work with
information in short-term memory.
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Each sense has a short term memory
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Our prefrontal cortex helps with the manipulation part
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Early word decoding network and working memory
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Fluent single word reading vs. disfluent single word reading
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When a reading weakness arises, we might ask: What is going on with…
1) Prefrontal executive functions
2) Spatial and verbal short-term memory
3) Functional connection between executive and short-term memory in different areas
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Visuo-spatial
Verbal
Prefrontal
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Implications for assessmentAssessment can’t just look at
Phonological processing
Decoding
Fluency
Comprehension
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Nor can assessment just look atVisual skills
Verbal Skills
Processing Speed
Working Memory
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It needs to look at…
Visuo-spatial
Verbal
Prefrontal
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1) PREFRONTAL EXECUTIVE FUNCTIONS COGNITIVE FLEXIBILITY, EXECUTIVE
FUNCTION, NON-VERBAL REASONING, WORKING MEMORY.
2) SHORT-TERM MEMORY VERBAL SHORT-TERM MEMORY,
VISUO-SPATIAL SHORT TERM MEMORY
3) CONNECTION BETWEEN EXECUTIVE AND SHORT-TERM MEMORY
PROCESSING SPEED, WORKING MEMORY.
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Example
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Example
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So what? If we know “where” the difficulty in
reading arises, what are the implications for instruction?
If we know “where” the difficulty in reading arises, what are the implications for research?
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Questions to ponder…1. Can you work on these subskills (i.e., verbal working
memory) or must you work on the “larger” skill (i.e., the reading skill)?
2. If we find that students have difficulty in some but not all areas implicated in reading, what does that mean about a single diagnostic label? Do labels make sense? Why or why not?
3. How are these same subskills (verbal working memory, visuo-spatial working memory etc.) implicated in other subject areas? If we find that students with reading difficulties struggle with these underlying cognitive skills, can we say that a child has a “reading disability” or a “nonverbal learning disability”? How could thinking from a cognitive framework change our understanding of disability?
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Questions1. What are traditional reading
assessments, and what do they tell us?
2. How might reading assessments look different if they are informed by an MBE framework?
3. What are the implications for instruction or research when we use an MBE framework for assessing reading?
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Thank you