Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS D. Ray Reutzel, Ph.D. Interna3onal Reading Associa3on Mee3ng San Antonio, TX April 19, 2013 Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS A QUICK REVIEW: •  Phonological Awareness •
Word Awareness •
Rhyme Recogni3on •
Allitera3on •
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Syllable Awareness Onset and Rime Manipula3on •
Phoneme Iden3ty •
Phoneme Isola3on •
Phoneme Blending •
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Phoneme Segmenta3on Phoneme Addi3on •
Phoneme Subs3tu3on •
Phoneme Dele3on Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS A QUICK REVIEW: •  Phoneme-­‐Grapheme Correspondences •
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Consonants •
Vowels Orthography •  Consonants •
Single LeCer Spellings •
Doublets •
Digraphs •
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Trigraphs Consonant Blends •
Silent LeCer Combina3ons •
Combina3on qu Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS A QUICK REVIEW: •  Orthography •
Vowels •
Single LeCer Spellings •
Vowel Digraphs •
Vowel r combina3ons Vowel-­‐consonant-­‐e (VCe) •
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Syllables •
Closed •
Vowel-­‐C-­‐e •
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Open Vowel Digraphs •
Vowel r •
Consonant -­‐ le Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS A QUICK REVIEW: •  Morphemes Represented in English Orthography •
Inflected •
-­‐s plural noun (eggs) •
-­‐s third person singular verb (runs) •
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-­‐ed past tense verb (wanted) -­‐ing progressive tense verb (wai3ng) •
-­‐en past par3ciple (eaten) •
‘s possessive singular (frog’s) •
-­‐er compara3ve adjec3ve (taller) •
-­‐est superla3ve adjec3ve (tallest) Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS A QUICK REVIEW: •  Morphemes Represented in English Orthography •
Deriva3onal Affixes (La3n and Greek) •
Nature (n. – from nat, birth) •
Natural (adj.) •
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Naturalize (v.) Naturalizing (v.) •
Naturalis3c (adj.) Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS Word Recogni3on Pathways •
Pathway 1: Sight Word Recogni3on •
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Stored in Long Term Memory Retrieved Instantly without Analysis •
PaCern Recogni3on •
Phoneme Recogni3on •
Meaning Recogni3on The goal of beginning reading instruc3on is to help students move as quickly as possible toward comprehension of a broad range of complex and content rich texts (CCSSO & NGO, 2010). Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS Word Recogni3on Pathways •
Pathway 2: Decoding •
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Not Yet Stored in Long Term Memory Conscious A]en3ve Analysis •
Phoneme-­‐Grapheme Associa3on •
Blending in Reading •
Segmen3ng in Spelling/Wri3ng Phonics instruc3on is a gateway toward achieving that end because it helps students acquire the necessary prerequisite skills to decode unfamiliar words encountered in increasingly complex texts (Norman & Calfee, 2004). Indeed it is difficult if not impossible for young students to learn to read an alphabe3c language without phonics knowledge and skill (Ehri, 2009; Pressley, 2006). Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS FLUENCY ASSESSMENT •
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The assessment of fluency (accuracy and rate) has become common prac3ce in classrooms across the na3on (Cummings, Dewey, La3mer, & Good, 2011; Deneey, 2010; Hudson, Torgesen, Lane, & Turner, 2012; Murray, Munger, & Clonan, 2012). Assessment of decoding automa3city is oWen accomplished by using curriculum-­‐
based measurements (CBM) of oral reading fluency. Many current scholars have cri3cized the exclusive use of oral reading fluency CBMs to monitor the progress of students’ reading growth (Kuhn, Schwanenflugel, & Meisinger, 2010; Deneey, 2010; Murray, Munger, & Clonan, 2012). Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS FLUENCY ASSESSMENT •
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In a component-­‐based reading assessment model (Rathvon, 2004), phonics knowledge is considered one of several important sub-­‐lexical processes that contribute to automa3c word decoding as is oWen measured by the use of oral reading fluency scores (Morris, Trathen, Frye, Kucan, Ward, Schlagal, & Hendrix, 2012; Rathvon, 2004; Dougherty-­‐
Stahl & McKenna, 2013). Consequently, teachers, coaches, and administrators seeking to troubleshoot low oral reading fluency scores have sought affordable and curriculum sensi3ve assessments of students’ phonics knowledge and skills (Rathvon, 2004; Stahl & McKenna, 2013). Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS Problems with Currently Available Informal Phonics Assessments Problem #1: Do not adequately assess two components of orthographic processing. •
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Sight words (pseudo words needed) •
Decoding (real words) In theore3cal and prac3cal terms, this means that currently available classroom phonics assessments would typically need to measure students’ abili3es to read both real and pseudo words (Apel, 2010). Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS Problems with Currently Available Informal Phonics Assessments Problem #2: Not sequenced to assess developmental progressions of how students acquire phonics knowledge over 3me to support word recogni3on. •
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Pre-­‐alphabe3c •
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Par3al-­‐alphabe3c Full-­‐alphabe3c •
Consolidated-­‐alphabe3c Organized developmentally, phonics assessments would provide teachers insights into students’ word-­‐recogni3on development. Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS Problems with Currently Available Informal Phonics Assessments •
Problem #3: Cost to Benefit. •
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Affordability Accessibility Cost-­‐to-­‐benefit considera3ons are important to consider when selec3ng assessments for introduc3on into and use in the school infrastructure (McBride, Ysseldyke, Milone, & S3ckney, 2010: Snow and Van Hemel, 2008). Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS Problems with Currently Available Informal Phonics Assessments •
Problem #4: Repor3ng of Results. •
Norm-­‐referenced measures report: •
Aggregate total test or subtest aggregates •
Interpolated scores such as grade level, stanines, percen3les, etc. Repor3ng aggregate scores or interpolated scores to teachers provides few insights into individual student response profiles 3ed to item content, thus limi3ng the poten3al of these tests to inform teachers’ decoding instruc3on or grouping decisions. Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS Problems with Currently Available Informal Phonics Assessments Problem #5: Difference in the scope and sequence of the typically taught phonics curriculum and test content. •
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Different phonics content (Think CCSS) •
Different phonics instruc3onal sequence Without a close ar3cula3on between the content of reading achievement decoding test items and the decoding curriculum (scope and sequence) taught in the classroom, norm-­‐referenced achievement tests have limited value for assessing the decoding curriculum taught in elementary classrooms and for helping teachers make necessary decisions about the placement of students into interven3on groups or the content of the decoding instruc3on to be provided in these groups (Stahl & McKenna, 2013). . Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS Problems with Currently Available Informal Phonics Assessments Problem #6: Lack evidence of psychometric quality. •
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Reliability •
Validity Many phonics tests accessible to classroom teachers lack evidence for score reliability and validity. Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS Word Recogni3on Pathways Because of the shortcomings associated with currently available phonics assessments, school administrators, coaches, teachers, teacher educators, and even researchers have sought alterna3ve phonics assessments. One such assessment that has grown in popularity and use in schools and teacher educa3on programs across the na3on is the Consor&um on Reading Excellence (CORE)-­‐ Phonics Survey (CORE, 2008). Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS Obtain a free copy at :www.aus3nschools.org/.../CORE%20PHONICS%20SURVEY.pdf
CORE Phonics Survey, 2nd Edi3on •
Reliability and Validity Study Results RELIABILITY •
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Test Retest -­‐ Pearson r = .92 Internal Consistency Alpha = .98 Inter-­‐rater = range (.73 -­‐ .96) Reutzel, Brandt, Fawson, & Jones, (Revise and Resubmit). Examining the Reliability and Validity of the Consor3um on Reading Excellence Phonics Survey: An instrument for assessing students’ phonics knowledge The Elementary School Journal VALIDITY •
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Construct Validity – CFA Fit 3 of 5 goodness-­‐of-­‐fit tests accepted the two-­‐component structure. Face Validity – Two Expert Reviews Content Validity – 97% agreement with CCSS Reading Founda3ons Criterion Validity – range .66 -­‐ .86 Consequen3al Validity – Teacher Interviews •  Useful for: •  Mastery monitoring •  Instruc3on Planning •  Grouping of Students Assessing and Intervening: Word Recogni3on and Reading Founda3onal Skills in the CCSS • Decoding is a 50/50 deal in the early stages of reading acquisi3on! • 50% sight word recogni3on •  50% using phonics to decode words. • Word Recogni3on •
107 words make up over 50% of the words you read! •
930 words make up 65% of the words you read! •
5,000 words make up 80% of the words you read? •
13% of words occur only once in one million words Zeno, S. M., Ivens, S. H., Millard, R.T., & Duvvuri, R. (1995). The educator’s word guide. New York: Touchstone Applied Science Associates, Inc. Hiebert, E. H. (2004). Texts for Fluency and Vocabulary: Selec&ng Instruc&onal Texts that Support Reading Fluency • Word Recogni3on Which sight words should I teach in Kindergarten? Word Recogni3on Which sight words should I teach beyond Kindergarten? Zeno List of 107 the
not
people
most
know
of
have
them
its
little
and
this
other
made
such
to
but
more
over
even
a
by
will
see
much
in
were
into
first
our
is
one
your
new
must
that
all
which
very
it
she
do
my
was
when
then
also
for
an
many
down
you
their
these
make
he
there
no
now
on
her
time
way
as
can
been
each
are
we
who
called
they
what
like
did
with
about
could
just
be
up
has
after
his
said
him
water
at
out
how
through
or
if
than
get
from
some
two
because
had
I
would
so
may
only
back
where
• Word Recogni3on • Word Recogni3on • Word Recogni3on • Word Recogni3on • Word Decoding – Blending •
Explana3on. Today we will be learning how to blend the sounds of lerers to say words. Blending the sounds of lerers to say words is a very important part of learning how to read new words. Blending sounds to say words is one the important things you will learn to help you read. • Word Decoding – Blending •
Modeling. I will show you how to blend the sounds of lerers in words. Here is a word, fan. To blend the lerer sounds in this word I begin with the first lerer in the word – f (point to the lerer). I think to myself, this is the lerer f and I know that the sound that this lerer makes is /f/. So, I say /f/. I look at the second lerer in the word – a (point to the lerer). I need to remember that three lerer words with a vowel lerer in the middle (point), the vowel makes its sound. So, I think to myself, this is the lerer a it makes the /a/ sound. So, I say /a/. Then I say the first sound in the word, /f/ and then the second sound in the word, /a/. Next I look at the third lerer in the word – n (point to the lerer). I think to myself, this is the lerer n and I know that the sound that this lerer makes is /n/. Then I say the first sound in the word, /f/ and then the second sound in the word, /a/, and the third sound in the word, /n/. Then I say the three sounds in order again a lirle faster like this, /f/ /a/ /n/. I say them again even faster…. As I say the sounds fast and faster to blend the sounds together, I listen to hear a word I may know…. the word I hear when I say the sounds in order fast is /fan/. • Decoding – Blending • Word Decoding – Mul3-­‐Syllabic Blending •
Explana3on. Today we will be learning how to blend the sounds of lerers to say words. Blending the sounds of lerers to say words is a very important part of learning how to read new words. Blending sounds to say words is one the important things you will learn to help you read. • Decoding – Mul3-­‐Syllabic Blending •
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Modeling. I will model for you how to blend the parts of words to say big words. Here is a word, elephant. I want to blend the parts of the word to say a big word. To blend the parts of this word, I look for the vowels (Model underlining the vowels in the word). Once I have found the vowels in the word, break the word into parts around the vowels. [Remember never divide double vowels, e.g. oi, ai, oa, ee or consonant digraphs, e.g. ph, ch, wh, th, sh. We can divide between double consonants that are not consonant digraphs.] In the word elephant there are three vowels – e, e and a. So, if I divide this word around the vowels e, e and a and between two consonants that are not a consonant digraph, I could divide the word elephant as el/e/phant. To say this big word, I say the sound for each lerer in the first word part, e/l/. Next I blend the two sounds to say the first word part – el. Next I say each lerer sound in the second word part – /e/. Next, I blend the four sounds to say the third word part, phant. Last, I say the three word parts el, e and phant. When I blend these three word parts together, I say the word -­‐elephant. • Decoding – Mul3-­‐Syllabic Blending If you would like a copy of this power point: D. Ray Reutzel, Ph.D. Emma Eccles Jones Endowed Chair Professor Utah State University Presenta3ons Buron LeW Hand Side