michael c. mckenna university of virginia [email protected]
TRANSCRIPT
The Coach’s Role in Using Informal Diagnostic Assessments for
Differentiated Reading InstructionMichael C. McKenna
University of [email protected]
Using the Cognitive Model to Look for Patterns
The Cognitive ModelPhonologicalAwareness Decoding and
Sight WordKnowledgePrint
Concepts
Fluency in
Context
AutomaticWord
Recognition
ReadingComprehension
LanguageComprehension
StrategicKnowledge
General Purposes
for Reading
Specific Purposes
for Reading
Knowledge of Strategies
for Reading
VocabularyKnowledge
BackgroundKnowledge
Knowledge ofText and Sentence
Structures
The Cognitive ModelPhonologicalAwareness Decoding and
Sight WordKnowledgePrint
Concepts
Fluency in
Context
AutomaticWord
Recognition
ReadingComprehension
LanguageComprehension
StrategicKnowledge
General Purposes
for Reading
Specific Purposes
for Reading
Knowledge of Strategies
for Reading
VocabularyKnowledge
BackgroundKnowledge
Knowledge ofText and Sentence
Structures
The Cognitive ModelPhonologicalAwareness Decoding and
Sight WordKnowledgePrint
Concepts
Fluency in
Context
AutomaticWord
Recognition
ReadingComprehension
LanguageComprehension
StrategicKnowledge
General Purposes
for Reading
Specific Purposes
for Reading
Knowledge of Strategies
for Reading
VocabularyKnowledge
BackgroundKnowledge
Knowledge ofText and Sentence
Structures
The Cognitive ModelPhonologicalAwareness Decoding and
Sight WordKnowledgePrint
Concepts
Fluency in
Context
AutomaticWord
Recognition
ReadingComprehension
LanguageComprehension
StrategicKnowledge
General Purposes
for Reading
Specific Purposes
for Reading
Knowledge of Strategies
for Reading
VocabularyKnowledge
BackgroundKnowledge
Knowledge ofText and Sentence
Structures
The Cognitive ModelPhonologicalAwareness Decoding and
Sight WordKnowledgePrint
Concepts
Fluency in
Context
AutomaticWord
Recognition
ReadingComprehension
LanguageComprehension
StrategicKnowledge
General Purposes
for Reading
Specific Purposes
for Reading
Knowledge of Strategies
for Reading
VocabularyKnowledge
BackgroundKnowledge
Knowledge ofText and Sentence
Structures
Case Study: Kareem
Inadequate Oral FluencyGood Sight Vocabulary
What do you do next?
Answer: Assess phonics
Case Study: Sallie
Adequate Oral Fluency
What do you do next?
Answer: No further assessment
Case Study: Mike
Weak Oral FluencyWeak Sight Vocabulary
What do you do next?
Answer: Assess phonics
Case Study: Wanda
Weak Oral FluencyWeak Sight VocabularyWeak Phonics
What do you do next?
Answer: Assess PA
Case Study: Fred
Weak Oral FluencyWeak Sight VocabularyStrong Phonics
What do you do next?
Answer: No further assessment
Case Study: Gloria
Weak Oral FluencyStrong Sight VocabularyStrong Phonics
What do you do next?
Answer: No further assessment
Building an Assessment Toolkit for Word Recognition
PA Screening TestPA Levels InventoryPhonics Screening TestInformal Phonics InventorySight Word Screening TestSight Word InventoryOral Reading Fluency Screening Test
Building an Assessment Toolkit for Word Recognition
DIBELS
PA Screening Test
PA Levels Inventory
Phonics Screening Test
Informal Phonics Inventory
Sight Word Screening Test
Sight Word Inventory
Oral Reading Fluency
Building an Assessment Toolkit for Word Recognition
DIBELS
PA Screening Test ISF, PSF
PA Levels Inventory None
Phonics Screening Test LNF, NWF
Informal Phonics Inventory None
Sight Word Screening Test None
Sight Word Inventory None
Oral Reading Fluency ORF
Phonological Awareness
ISF and PSF are not diagnostic. They are sometimes useful in gauging
response to intervention, but only if instruction targets the same skills they assess.
What’s needed is a more fine-grained measure of how children progress through stages of PA development.
Rhyme DetectionRhyme GenerationPhoneme IsolationPhoneme IdentityPhoneme CategorizationBlendingPhoneme AdditionPhoneme DeletionPhoneme SubstitutionPhoneme segmentation
The goals are to (1) find out the level
at which a child is functioning,
(2) provide instruction at the next level, and
(3) periodically test to see if the instruction has taken the child to that level.
Rhyme Detection
Student can identify teacher-generated words that rhyme or don’t rhyme.
Example
I will say three words. Tell me the word that does not rhyme with the other two.
cat, ball, hat
Rhyme Generation
Student can generate words that rhyme with a teacher prompt.
Example
Tell me some words that rhyme with cat.
Phoneme Isolation
Student can isolate particular sounds from the remainder of the word.
Example
The first sound we hear in the word dog is /d/. What is the first sound you hear in the word cat?
Phoneme Identity
Given three words, the child can identify a common sound in all three words.
Example
Tell me the sound you hear in all three of these words: mad, pat, can
Phoneme Categorization
Given three words, two of which have a common sound, the child can identify the word that lacks that sound.
Example
I will say three words. Two of them have one sound that is the same. Tell me the word that doesn’t belong: horse, duck, dog
Phoneme Blending
Upon hearing the phonemes that make up a word, the child can identify the word.
Example
Tell the child that you are going to say a word in your own “secret code.” Then pronounce the word by saying each phoneme in succession. For example, say”/k/ /a/ /t/.” The child must blend these sounds to form the word cat.
Phoneme AdditionUpon hearing an onset and rime, the child can blend them to form a word.
Example
Provide the child with a common rime. Ask the child to make a word by adding a sound. “What word do we get if we add /sh/ to the beginning of ake.”
Phoneme DeletionUpon hearing a word, the child can remove the onset and say just the rime.
Example
Say a common one-syllable word, such as cake. Ask the child to remove the beginning sound, so that the child says ake.
Phoneme SubstitutionGiven a word and a new onset, the child can replace the original onset and say the new word that is formed.
Example
The word is shake. Change /k/ to /d/ to make a new word.
Phoneme SegmentationGiven a word, the child can say its phonemes in sequence.
Example
When I say the word dog, I can hear the sounds /d/ /o/ /g/. What sounds do you hear when I say … bad?
Progress from CVC to CCVC to CCVCC
What diagnostic tools that are already available to you can provide this information
about PA?
Take a moment …
Decoding NWF is not diagnostic. It is inappropriate to analyze NWF errors to
determine skill deficits.◦It is timed. ◦It is not systematic.
Miscue analysis is not a reliable method of determing skill deficits. ◦The effects of context often distort what a child
can do.◦Sight word knowledge can lead to
overestimates of phonics knowledge.◦See McKenna & Picard (2006/07).
Decoding
A graduated inventory of phonics skills can guide instructional planning.
It can also be used for progress monitoring.
Such an inventory can include letter sounds in isolation, real words, and nonsense words.
It is untimed.
Consonant SoundsConsonant DigraphsBeginning Consonant Blends Final Consonant BlendsShort Vowels in CVC WordsThe Rule of Silent eLong Vowel Digraphs (Teams)Diphthongsr-controlled Vowels and -al
Hierarchy of Decoding Skills
Consonant Sounds Point to S. Say, “What sound does this letter say?” Go from left to right, repeating this question. It is fine if the child reads across a line without prompting. For C and G, have the child give both sounds. Note: If the child cannot pass this subtest, consider giving an alphabet inventory.
Consonant DigraphsPoint to Th. Say, “What sound do these letters say?” Go from left to right, repeating this instruction. It is fine if the child reads all five without prompting.
Beginning Consonant BlendsPoint to bl. Say, “What sound do these letters say?” Allow child to proceed with or without prompting.
Final Consonant BlendsPoint to bank. Say, “What is this word?” Allow child to proceed with or without prompting.
Short Vowels in CVC WordsPoint to fit. Say, “What is this word?” Allow child to proceed with or without prompting.
Long Vowel DigraphsHave the child read each word across each line, from left to right.
Diphthongs
Have the child read each word, from left to right.
r-Controlled Vowels and -al
Have the child read each word, from left to right.
Sample Record Keeping Chart
Scoring Table for Initial Testing
What diagnostic tools that are already available to you can provide this information
about decoding?
Take a moment …
Noting words a student can identify automatically while reading orally is not a reliable way to judge sight vocabulary.◦It is not systematic.◦It lacks benchmarks.◦It does not control for context.
Graded lists of high-frequency words can be used to judge whether a student’s acquisition of sight words is adequate.
Sight Words
An organization like this allows you to quickly judge sight word level. Simply find the highest level with 80% accuracy.
This same test can be used diagnostically, since each word missed becomes an instructional target.
What diagnostic tools that are already available to you can provide this information
about sight words?
Take a moment …
Remember that fluency problems are diagnosed by examining screening results at lower levels (word recognition and PA).
ORF qualifies as a screening test but is inadequate for diagnostic purposes.
Oral Reading Fluency
Although diagnostic assessment in these areas is not possible, we can assess a student’s responsiveness to instruction in two principal ways.
Compare screenings at two points in time. Measure growth with respect to a specific text or
set of texts.
Vocabulary and Comprehension
Although there are no diagnostic tests of vocabulary, it is possible to judge a student’s responsiveness to vocabulary instruction.
One way is to assess knowledge of word meanings taught during small-group work over the course of a unit.
RtI requires pre/post comparisons. There are many ways to assess word
knowledge, and all are problematic.
Vocabulary
Like vocabulary, it is possible to judge how well a student comprehends a selection.
Doing so over a series of texts can help you judge whether the student is responding to instruction.
Unfortunately, this approach cannot tell you whether the student’s ability to comprehend is improving. Only repeated screenings can do so.
But repeated screenings are problematic because so many factors influence comprehension.
Comprehension
How might the tests in this toolkit be used in a comprehensive RtI model?
PA and Word Recognition
Word Recognition and Fluency
Fluency and Comprehension
Vocabulary & Comprehension
A Stairway to Proficiency
Vocabulary and Comprehension
Teacher Reading
Students Reading
Fluency and Comprehension
First Grade Reader
Second Grade Reader
Third Grade Reader
Word Recognition and Fluency
Blends and Digraphs
R-Controlled Vowels
Vowel-Consonant-E
Vowel Teams
Phonemic Awareness and Word Recognition
Basic Alphabet Knowledge
Using Letter Sounds
Using Letter Patterns
References
McKenna, M. C., & Picard, M. (2006/2007). Does miscue analysis have a role in effective practice? The Reading Teacher, 60, 378-380.
McKenna, M. C., & Stahl, K. A. D. (2009). Assessment for reading instruction (2nd ed.). New York: Guilford.
Walpole, S., & McKenna, M. C. (2009). How to plan differentiated reading instruction: Resources for grades K-3. New York: Guilford.
Walpole, S., & McKenna, M. C. (2007). Differentiated reading instruction: Strategies for the primary grades. New York: Guilford.