Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction Part 3: Miscue and Skills Analysis This document was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005. Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this document is intended or should be inferred. Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction Administering Academic Progress Monitoring Data Reviewing Progress Monitoring Data Miscue and Skills Analysis Identifying Target Skills 2 Purpose and Objectives Purpose: Provide an introduction to the use of miscue analysis to identify academic skill deficits for instructional planning. Objectives: 1. Learn how to analyze student miscues on Passage Reading Fluency assessments to identify error types. 2. Learn how to analyze mathematics computation errors. 3 Miscue analysis within the databased individualization (DBI) process 4 Purpose of Miscue Analysis Student errors on curriculum-based measures (CBMs) can be analyzed to Describe academic strengths and weaknesses Help align intervention adaptations with student need 5 Consider the Current Intervention First Before conducting miscue analysis, ask Has the intervention been implemented as planned? Is the student engaged in the intervention? Is the progress monitoring tool at the appropriate level? 6 Possible Implementation Issues Intervention • Fidelity • Intensity Dosage • Duration of intervention • Session length • Missed sessions 7 Possible Motivation Issues Student attention to instruction Student effort during intervention Student effort and attention during assessment Others? 8 Miscue and Skills Analysis in Reading 9 Miscue Analysis in Reading Student reads a CBM passage out loud. Administrator records errors. First 10 miscues are analyzed for error type. 10 Types of Errors Graphophonetic Syntactic Semantic 11 Graphophonetic Error Preserves some important phonetics of the written word, even if it does not make sense. Example: Written word is “friend,” but spoken word is “fried.” 12 Syntactic Error Preserves the grammar of the written word. Example: “Ran” is the same part of speech as “jogged.” 13 Semantic Error Preserves the meaning of the sentence. Example: “The woman is tall” has the same meaning as “the lady is tall.” Practice: what is a possible semantic miscue for the written word “pony?” 14 Practice: Error Types Provide an example of each error type for the underlined word in the following written sentence: Sally likes jelly on her biscuit. Possible miscues: Graphophonetic: jolly Syntactic: mustard Semantic: jam 15 Quick Miscue Analysis Table Written Word(s) Spoken Word(s) Graphophonetic Syntactic Semantic 1 2 3 4 5 See handout: Reading Miscue Analysis. 6 7 8 9 10 Percentage 16 Calculating Percentages 100 × 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑏𝑠𝑒𝑟𝑣𝑒𝑑 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = 𝑡𝑜𝑡𝑎𝑙 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 For each error type column: 100 × 𝑛𝑢𝑚𝑏𝑒𝑟 "𝑦𝑒𝑠" 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = = 10 × 𝑛𝑢𝑚𝑏𝑒𝑟 "𝑦𝑒𝑠" 10 𝑡𝑜𝑡𝑎𝑙 𝑚𝑖𝑠𝑐𝑢𝑒𝑠 17 Miscue Analysis Example Janet’s Passage Reading Fluency (PRF) 18 Janet’s Quick Miscue Analysis Table 1 2 3 4 5 6 Written Word(s) Spoken Word(s) Graphophonetic yes – first exciting extra part yes – except snow now initial s yes – first trouble trains part yes – first and learned listened end yes – first and forget figure middle g yes – first and driver door last 7 snowing snake 8 driving dumping 9 passengers pencils 10 boy baby Percentage yes – first part yes – first and end yes – first and last yes – first and last 100 % Syntactic Semantic yes no yes yes yes no yes no yes no yes no no no yes no yes no yes yes 90 % 20 % 19 What do Janet’s errors tell us? Error Type Graphophonetic Syntactic Semantic Percentage Interpretation 100% Always preserves at least one sound—tries to sound out unknown words 90% Usually preserves grammar. 20% Usually does not preserve meaning 20 Instructional Recommendations for Janet Janet may benefit from instruction and practice to help her Sound out all parts of a word Self-monitor and self-correct for meaning • Cloze procedure • Listen to recording of own reading 21 Practice: Reading Miscue Analysis Reading Miscue Analysis handout Sample PRF passage on page 3 Quick Miscue Analysis Table on page 2 22 Correct Answers What have we learned about the student’s reading? Written Word(s) Spoken Word(s) 1 can could yes- first letter only yes yes 2 too that no yes yes 3 can could yes- first letter only yes yes 4 this it no yes yes 5 I’m I am yes yes yes 6 my the no yes yes 7 in at no yes no 8 As While no yes yes 9 were was yes- first letter only yes yes no yes yes 40 % 100 % 90 % 10 most of they them Percentage Graphophonetic Syntactic Semantic 23 What do the errors tell us? Error Type Percentage Interpretation Graphophonetic 40% Nearly half of these errors preserved some sounds, usually the first letter. Syntactic 100% All of these errors preserved grammar. 90% Most of these errors preserved meaning. Semantic 24 Instructional Recommendations Practice short, functional words to help the student develop fluency. Discriminate between similar words and phrases. Master common error words. • Echo reading • Writing or spelling exercises 25 Error and Skills Analysis in Mathematics 26 Analyzing Computation Errors How wrong is a wrong answer? Evaluate each numeral in the answer to look for patterns in correct and incorrect digits Further analyze student’s work when shown 27 Computation Scoring Review: Addition, Subtraction, Multiplication Score each correct digit in the answer from right to left. Example: Correct answer is 417. Student Answer Correct Digits 417 3 415 2 47 1 28 Scoring Review: Division Score each correct digit in the answer from left to right, with remainders scored from right to left. #R# Correct Answer 36 R 13 Student Answer Correct Digits 37 R 1 1 26 R 23 2 29 Scoring Review: Decimals Start at the decimal point and work outward in both directions. . # # Correct Answer 83.76 Student Answer Correct Digits 8.6 0 84.7 2 30 Scoring Review: Fractions Score correct digits in each part of problem (whole number, numerator, denominator) from right to left then add for total correct digits. Correct Student Correct Answer Answer Digits # # # 7 6 12 8 6 11 2 6 5 12 2 31 Jim’s Multi-digit Addition: Example 1 Correct Answer: 125 + 93 218 Jim’s Answer: 125 + 93 118 __ 2 Correct Digits (2 CD) What does this answer tell us about Jim’s skills? 32 Jim’s Multi-digit Addition: Example 2 Correct Answer: 456 + 19 475 Jim’s Answer: 456 + 19 465 _ _ 2 Correct Digits (2 CD) How did Jim do on this problem? What instructional recommendations would you make? 33 Comparing Different Answers to the Same Problem: Subtraction What might Student B know that Student C does not? 4507 4507 4507 −2146 −2146 −2146 2361 2461 2441 _ __ _ _ _ _ _ _ Student A: 4 CD Student B: 3 CD How might your instructional decisions differ for these students? Student C: 2 CD 34 Martha’s Multiplication with Decimals Correct Answer: 63.2 × .4 25.28 Martha’s Answer: 4 CD 63.2 × .4 252.8 0 CD How would you help Martha? 35 Let’s Practice Score the correct digits in each student response to complete the table on page 1 of the handout. Answer the questions on page 2 of the handout. See handout: Computation Error Analysis Practice. 36 Scoring Check: Items 1-3 Correct Item Answer Student 1 Student 2 Answer CD Answer CD 1 4206 4196 2 4207 3 2 7164 7244 2 7264 3 3 81 18 0 82 1 37 Scoring Check: Items 4-6 Correct Item Answer Student 1 Student 2 Answer CD Answer CD 4 5 1/3 4 4/6 0 4 4/3 1 5 27 R 2 27 2 21R2 2 6 8.2 7.12 0 7.2 1 38 What does this analysis tell us? Whose errors were more significant? What would be your instructional recommendations for each student? What additional data would help plan instruction? 39 Item 1 Correct Answer: 3058 + 1148 4206 Student 1: Student 2: 3058 + 1148 4196 3058 + 1148 4207 What does Item 1 tell us about each student? 40 Item 2 Correct Answer: 7329 − 165 7164 Student 1: 7329 − 165 7244 Student 2: 7329 − 165 7264 41 Item 3 Correct Answer: 9 × 9 81 Student 1: 9 × 9 18 Student 2: 9 × 9 82 42 Item 4 Correct Answer: Student 1: Student 2: 2 2 1 1 + 3 = 5 3 3 3 2 2 4 1 + 3 =4 3 3 6 2 2 4 1 + 3 =4 3 3 3 43 Item 5 Correct Answer: 2 38 6 2 2 7 R 2 3 3 1 2 Student 1: 27 3 83 Student 2: 2 1 R 2 38 3 3 8 0 6 2 44 Item 6 Correct Answer: 3.9 + 4.3 8.2 Student 1: 3.9 + 4.3 7.12 Student 2: 3.9 + 4.3 7.2 45 What could additional data tell us? Is this error type consistent? Why does the student make type of error? 46 Instructional Targets Student 1 Both Student 2 • Regrouping strategies • Adding fractions • Decimal place values • Multiplication • Division with remainders • Checking work to make sure answers make sense • Basic facts accuracy • Consistency in regrouping • Reducing mixed fractions 47 Instructional Recommendations Explicit instruction in • Consistent error types • Underlying skills (e.g., single digit computation) Additional practice with • Corrective feedback • Varied response formats 48 In Summary Miscue Analysis Identified Student Needs Individualized Intervention 49 Disclaimer This module was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005. Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this website is intended or should be inferred. 50 National Center on Intensive Intervention 1000 Thomas Jefferson Street NW Washington, DC 20007-3835 866-577-5787 www.intensiveintervention.org ncii@air.org 51