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Fundamental
Discoveries About How Children Learn to Read
1.
Children who enter first grade weak in phonemic awareness
have difficulties learning to “crack the code”
of written language.
2.
Children who do not acquire good phonemic decoding skills
(phonics) in first grade tend to rely too much on guessing;
they remain inaccurate in their reading and do not read independently.
3.
Children must read widely and read accurately in order to
acquire the “sight word vocabulary” that makes
them fluent readers.
4.
Children who can read the words in grade level text fluently
and accurately can more easily comprehend the meaning of what
they are reading.
The
Consequences of Being Left Behind in Early Reading Growth
1.
Children don’t read as much, and miss too many opportunities
for reading practice.
2.
Reading is frustrating and this affects attitudes and motivation
to read.
3.
Opportunities for the development of vocabulary are missed.
The
Consequences of Being Left Behind in Early Reading Growth
1.
Children don’t read as much, and miss too many opportunities
for reading practice.
2.
Reading is frustrating and this affects attitudes and motivation
to read.
3.
Opportunities for the development of vocabulary are missed.
Reading
First Assessments
Screening
& Progress Monitoring
4
times per year
DIBELS – administered by assessment team
Diagnostic
School
Selection
Where interventions are not having desired effect
Outcome
Measures
At
the end of the year
Oral Vocabulary – administered by assessment team
Reading Vocabulary – teacher administered
Reading Comprehension – teacher administered
Overview
of DIBELS Measures
Letter
Naming Fluency
Intended
for students in kindergarten through the fall of first grade
Provides a measure of a student’s proficiency in naming
upper and lower case letters
Primarily an indicator of risk
Students identified at risk should be instructed in phonological
awareness and alphabetic principle
Initial
Sounds Fluency
This
measure assesses a student’s ability to recognize and
produce the beginning sound(s) in an orally presented word
Administered through the late winter of kindergarten
Students performing below expectations in this measure will
benefit from instruction in phonological awareness
Phoneme
Segmentation Fluency
Measures
a student’s ability to segment three- and four-phoneme
words into their individual phonemes
The student must produce verbally the individual sounds in
words that are presented by the examiner
It is administered in kindergarten and first grades
It is a good predictor of later reading achievement
Strengthened by phonological awareness activities
Nonsense
Word Fluency
It
taps the student’s knowledge of letter-sound correspondence
and ability to blend letters into words (test of the alphabetic
principle)
This measure is provided in kindergarten, first and second
grades
Students performing below expectations will benefit from activities
focusing on decoding
Oral
Reading Fluency
measure
of fluency in oral reading of connected text.
Students in grades one, two and three will be administered
three passages from grade-level text
Students who are weak in reading fluency will often experience
difficulty in comprehending what they read
Diagnostic
Measures
School
selection of diagnostic measures for
Phonological awareness
Phonics
Fluency
Vocabulary
Comprehension
Outcome
Measures
Oral
Vocabulary (K – 3)
Peabody Picture Vocabulary Test – III form B
Individually administered
Reading Vocabulary (Grades 2 – 3)
GMRT
Group administered
Reading Comprehension (Grades 1 – 3)
SAT-10
Group administered
Recommended
Uses of Student Data
By
Teachers
Parent Conferences
To identify students in need of more assistance
To determine if students are improving with extra assistance
To set up reading groups and make changes as needed
Academic Improvement Plans (AIPs)
By
Principals
To identify where extra resources and support are needed in
specific classrooms, grade levels
To evaluate the effectiveness of new or continued reading
programs, supplementary reading programs, instructional strategies
To evaluate the effectiveness of building-level strategies
for organization and management
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