Interpreting
Assessment
&
Intervention
Data in
Reading
North Area Profession​al Seminar: January 27, 2012
School Humor
2
Expected Take-Aways from the
Presentation
5 Essential
Reading
Components
• Understanding of
components.
District & State
Assessments
Intervention
Programs
• Knowledge of which
of the 5 Reading
Components are
measured by each.
• Knowledge of which
of the 5 Reading
Components are
targeted.
3
The Five Essential Components of
Reading:
Phonological
Awareness
Comprehension
Vocabulary
Phonics
Fluency
4
Phonological Awareness
• Phonological Awareness involves the ability to hear,
identify, and manipulate the individual sounds in
words.
– Ability to identify the difference between the rhyming
words of “cat” and “bat”.
5
Phonics
• Phonics involves understanding how letters are linked
to sounds (phonemes) to form letter-sound
correspondences and spelling patterns.
– Knowledge that the letter “B” makes a “buh” sound.
6
Vocabulary
• Vocabulary focuses on words and their meaning.
Includes knowledge of sight words and understanding
the meaning of the words.
7
Fluency
• Fluency is the ability to
read accurately and
quickly.
– Timing reader as they
read a passage while
indicating the number of
mistakes and the amount
of time it takes them to
read the passage.
Fluency Equation:
Number of Words – Student Errors
÷
Number of Minutes for Reader to
Read the Passage
8
Comprehension
• Reading Comprehension is the ability to understand
and take away meaning from the text.
– After reading a passage, the student responds to explicit
and implicit questions regarding elements of the passage.
9
With an understanding of the 5
Essential Reading Components …
• Reviewing what the District and State assessments
measure will enable school psychologists to identify a
student’s strengths and weaknesses.
5 Reading Components
• Understanding of concepts.
District & State
Assessments
• Knowledge of which of the
5 Reading Components are
measured by each.
Intervention Programs
• Knowledge of which of the 5
Reading Components are
targeted.
10
State & District Assessments
FCAT
PSI
PASI
DRLA
SRI
Running
Records
FAIR
11
District Required Literacy Assessment
(DRLA)
• District created (2008) assessments to match Treasure
of Literacy series to meet student needs.
– Will soon be updated.
• Administered four times throughout the year.
(Placement, Fall, Winter, and Spring).
– K-2: Phonological Awareness, Phonics, Vocabulary, and
Comprehension.
– 3-6: Phonics, Vocabulary, and Comprehension
• Scores available through A3 for (overall) Reading Proficiency
(percentage correct) scores and individual reading area scores to
make comparisons between the performance of grade and class
level peers.
12
Florida Assessment for Instruction in
Reading (FAIR)
• Administered three times a year.
– K-2: phonological awareness, phonics, fluency, vocabulary, and
comprehension.
• Administered individually (except for spelling)
– 3-12: (Computer based) phonics, fluency, and comprehension.
• Scores are available through A3 & Progress Monitoring
Reporting Network (PMRN)
– The (overall) score is reported as the Probability of Reading Success
(probability percentage).
– When reporting the FAIR- Reading Comprehension score utilize the
Ability score to indicate growth over time (Foorman, 2011).
13
FAIR (continued)
• Maze: Reading fluency
and comprehension
– Example: Maze
• Word Analysis:
Spelling.
• Reading
Comprehension:
– Example: Reading
Comprehension
Green
Yellow
Red
• 85% or better probability
of grade-level or above
performance on FCAT
• 16-84% probability of
grade-level or above
performance on FCAT
• 15% or less probability of
grade-level or above
performance on FCAT
Success Zones
Probability Scores
14
Florida’s Comprehensive Assessment
Test (FCAT)
• Testing begins in
3rd -10th grade.
• Areas assessed
include the
following:
– Vocabulary
•
•
•
•
•
•
Context Clues
Base Words
Roots
Word Relationships
Synonym/Antonyms
Analyze Words in
Text
– Reading
Application
• Author’s Purpose &
Perspective
• Main Idea
• Relevant Details
• Conclusions
• Chronological Order
• Cause and Effect
• Text Structures
• Organization
Patterns
• Themes/Topics
• Compare/Contrast
– Literary Analysis
• Character
Development
• Character Point of
View
• Setting
• Text Features
• Problem/Resolution
• Plot Development
• Descriptive
Language
• Figurative Language
• Theme
• Conflict/Resolution
– Informational
Text/Research
• Locate, Interpret,
Organize
Information
• Text Features
• Determine Validity
and Reliability of
Information
• Synthesize
Information
• Analyze and
15
Evaluate Information
Florida’s Comprehensive Assessment
Test (FCAT) (continued)
• To measure growth across time utilize the
Developmental Scale Score (DSS) (Foorman, 2011).
– Utilize the same metric across time.
• This link provides a chart that lists the DSS related to
Achievement Levels (1-5) on the FCAT.
16
Running Records
• Administered throughout the year to determine
student’s instructional reading level.
– Suggested Schedule
– Administered individually
• Provides information regarding a student’s reading
fluency, knowledge of vocabulary, and comprehension
of the passage.
– Taken from a “cold” read (student has never read the
passage before).
– Student reads passage while adult indicates student’s errors.
Student is then asked to retell the story and respond to
comprehension questions.
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Running Records (continued)
• Based on current (2011) Assessment Decision
Trees…
Beginning of Year
Middle of Year
End of Year
--
--
Level 2
Level 2-3
Level 8-10
Level 16
Level 16-18
Level 20
Level 28
Third Grade
Level 30
Level 34
Level 38
Fourth Grade
--
Level 40+
--
Fifth Grade
--
Level 50+
--
Sixth Grade
--
Level 60+
--
Kindergarten
First Grade
Second Grade
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Phonological Awareness Screener for
Intervention (PASI) 3.1
• Administered individually, (K-1st+) the PASI
includes a short form (10 minutes) to determine
students’ success with syllables, rhyming, or
phoneme skills to determine which lesson to begin
instruction.
• At completion, PASI indicates skills to target during
intervention.
• This assessment assists with identifying groups of
students that have similar difficulties.
19
PASI 3.1 (continued)
• Based on current (2011) Assessment Decision Trees
the expected skill level is indicated in the chart
below.
• The skills targeted by the PASI 3.1 are expected to be
met by first grade.
Kindergarten
First Grade
Beginning of Year
Middle of Year
End of Year
2
4
5
5-5.3
--
--
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Phonics Screener for Intervention
(PSI)
• Administered individually to K-2nd+.
• Designed to identify mastery and deficits in Basic
Phonics, Advanced Phonics, and Multisyllable
Words, and Dolch Sight Words
• PSI is effective for the following students:
– Students in first grade and beyond who have poor reading
accuracy/fluency issues, vocabulary deficits, or a
combination of these problems.
– Scoring below the 40th percentile on Word Analysis of
FAIR.
• Provides direction for Tier II and III interventions.
21
PSI
• Based on current (2011) Assessment Decision Trees
the skill level is indicated in the chart below.
• The skills targeted by the PSI are expected to be met
by the end of third grade.
Beginning of Year
Middle of Year
End of Year
First Grade
1
2
5
Second Grade
6
7
9
Third Grade
--
--
10
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Scholastic Reading Inventory (SRI)
• Computer based program for Grades K–12 assesses
reading comprehension.
– Utilizes Lexile scores
• Not to be confused with Lexile text measure - the demand of the
text in terms of frequency and sentence length
• Informs instruction and provides placement
recommendations.
• Assists in the process of identifying whether or not
students will meet their achievement goals.
• Student Experience Activity
23
With all of this information…
• This will assist in making data based decisions for
student interventions.
5 Reading
Components
District & State
Assessments
Intervention
Programs
• Understanding of
concepts.
• Knowledge of which of
the 5 Reading
Components are
measured by each.
• Knowledge of which of
the 5 Reading
Components are
targeted.
24
Intervention Programs
Earobics
Lexia
Learning
Voyager
Treasures
Reading Plus
Read Naturally
SuccessMaker
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Earobics
• Interactive computer program for Pre-K
through Third grade students.
– Also provides instructions in 10 languages
besides English for English Language
Learners.
• Skill building activities including:
–
–
–
–
Phonemic Awareness
Auditory Processing
Phonics
Reading comprehension
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Lexia Learning
• Computer based program for the five components of
reading (phonological awareness, phonics, fluency,
vocabulary, and comprehension).
– Also provides teachers skill building worksheet to print out
to encourage student growth.
• Provides activities for students in Pre-K through 4th
grade, and for at-risk students up to 12th grade.
• Lexia Learning Video
27
Read Naturally
• 1st -12th: Structured intervention program combines
teacher modeling, repeated reading, and progress
monitoring.
– Measures fluency and comprehension.
• Features nonfiction stories. (Also includes cassette tapes of the
stories.)
– Goal is to tap into students’ natural curiosity about the
world
• Nonfiction Story Subjects: Hippopotamuses, Helen Keller, and Joe
Louis.
• Steps of Read Naturally
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Reading Plus
• Computer based program.
• 3-12: To improve reading fluency, vocabulary, and
comprehension.
• Designed to adjust the difficulty of the content and
duration of reading activities so that students proceed
at a pace that is related to their skill level.
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SuccessMaker
• Computer-based program for students in K-8th grade.
• Placement: identifies the starting point for instruction
in phonological awareness, phonics, and vocabulary
skills.
• Reading lessons will take learners through focused
instruction and guided practice and then more
independent activities.
• Provides additional support when threshold scores are
not met and reviews previous material to ensure
retention and to maintain proficiency.
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Treasures
• The Treasures program includes materials to support
the district adopted K-6 Reading and Language Arts
textbook series.
– Features the 5 essential components of reading.
• Triumphs program provides additional support for
skill mastery.
• Activities
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Voyager Passport
• K-5: The five essential components of reading are
addressed within 30 to 40-minute daily lessons.
• Two Components to each lesson:
– Providing grade-appropriate instruction.
– Gives struggling readers daily opportunities to apply learned skills.
• Includes Ticket to Read a computer based
intervention.
– As the student reads, they earn tickets for hundreds of virtual prizes.
• Example: After learn mastering skills, able to earn tokens which they can trade for
virtual toys in their personal Toy Shop.
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Assessment and Intervention Programs
(See Handout)
Phonological
Awareness
Phonics
Vocabulary
Fluency
Comprehension
FCAT
FAIR (K-2)
FAIR (3-6)
DRLA (K-2)
DRLA (3-6)
Running Records
SRI
PASI
PSI
Earobics
Lexia Reading
Voyager
Triumphs
Successmaker
Read Naturally
Reading Plus
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Reading Areas related to a Specific
Learning Disability (SLD)
Specific Learning
Disability
Phonological
Awareness
Basic Reading
Skills
Reading
Fluency Skills
Phonics
Vocabulary
Reading
Comprehension
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References
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Florida Assessments for Instruction in Reading (FAIR) - Using scores for growth and instruction.
http://www.fcrr.org/FETC_Orlando_Feb_2_2011.ppt
Florida Assessments for Instruction in Reading (includes examples of Maze & Word Analysis)
http://www.justreadflorida.com/pdf/FloridaAssessmentsReading-RegMeet.pdf
Florida Comprehensive Assessment Test (FCAT) - Achievement Level Definitions
http://fcat.fldoe.org/pdf/fcAchievementLevels.pdf
Running Records (suggested schedule) http://www.readinga-z.com/guided/runrecord.html
Phonics Screener for Intervention (PSI) http://store.95percentgroup.com/psischoolsitelicense.aspx
Scholastic Reading Inventory (SRI)
http://teacher.scholastic.com/products/sri_reading_assessment/programoverview.htm (SRI Student Experience)
http://teacher.scholastic.com/products/sri_reading_assessment/Student_Experience.htm
Earobics http://www.earobics.com/index.php
Lexia Learning http://www.lexialearning.com/index.html (Informational Video)
http://www.lexialearning.com/demos/tour/tourUS.html
Read Naturally http://www.readnaturally.com/
Reading Plus (includes Virtual Tour) http://www.readingplus.com/
SuccessMaker http://www.pearsonschool.com/index.cfm?locator=PSZk99
Treasures http://activities.macmillanmh.com/reading/treasures/html/main_teacher.html. (Activities)
http://activities.macmillanmh.com/reading/treasures/html/teacher_index.html
Voyager http://www.iamvoyager.com/passport/curriculum.jsp (Ticket to Talk)
http://www.iamvoyager.com/passport/videos/technology.jsp
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