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Language and Literacy Assessments for Students Who Are Deaf/Hard of Hearing. GDEAF – 2004 Macon, GA. Assessments for External Audiences. Provides data to people and organization beyond the classroom and building level
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Language and Literacy Assessments for Students Who Are Deaf/Hard of Hearing GDEAF – 2004 Macon, GA
Assessments for External Audiences • Provides data to people and organization beyond the classroom and building level • Used to compare programs, school divisions within a state, or even states themselves • Not administered at the discretion of the teacher • Used for school accountability
Assessments for Internal Audiences • Used to gather information about students that will be of direct, immediate use to the teacher herself or himself. • Used to organize, plan, and evaluate instruction • For the student’s benefit: • Recognition of achievements • Setting of goals • For the teacher’s benefit: • Where to begin instruction • What to review • When to intoduce new material • How to group students
Language Assessments • The MacArthur Communicative Development Inventory: Words and Sentences • Distributed by Paul H. Brookes Publishing Co. • 1-800-638-3775 • www.brookespublishing.com
Literacy Assessments • Formal Measures • Running Records • Informal Reading Inventories • Checklists & Inventories • Stages of Literacy Checklist • Martha French, • Literacy Assessment: A Handbook of Instruments • Edited by Lynn K. Rhodes, Heinemann, 1993
Formal Measures • Criterion-Referenced Tests • Achievement Tests • Peabody Individual Achievement Test, Revised Ed. (PIAT-R) • Wide Range Achievement Test, 3rd Ed. (WRAT-3) • Diagnostic Tests • The Woodcock Reading Mastery – Revised • Gray Oral Reading Tests, 3rd Ed.
Informal Reading Inventories • Basic Reading Inventory 5th Edition • Jerry L. Johns; Kendall/Hunt, 1997 • Qualitative Reading Inventory II • Lauren Leslie & Joanne Caldwell; Wesley Longman, 1995 • Stieglitz Informal Reading Inventory 2nd Ed. • Ezra L. Stieglitz; Alyn & Bacon, 1995 • Informal Reading Inventory 4th Ed. • Paul C. Burns & Betty D. Roe; Houghton Mifflin, 1992
Administering an Informal Reading Inventory • Where to start • Where to stop • Word Recognition in Isolation • Concept Miscues • Re-inspection and Comprehension • Retelling and Comprehension • Listening Comprehension
Reading Levels • Independent • Instructional • Frustration
Independent • Students can read text easily without help. • Comprehension is excellent. • Silent reading is rapid. • Oral reading generally fluent. • Words are generally recognized and understood at sight. • Easy and enjoyable for the reader.
Instructional • Material is not easy but still comfortable. • Students are comfortably challenged and will benefit from instruction. • Comprehension is good, but some help may be needed with some concepts. • Silent reading is fairly rapid. • Some word analysis is usually necessary. • Oral reading is fairly smooth and accurate. • Occasional miscues occur during oral reading.
Frustration • Material is too difficult to be read successfully. • Comprehension is poor with major ideas missed. • Both oral and silent reading are slow and labored. • Oral reading miscues are frequent. • Because of difficulty, this level is frustrating to a student. • This level should be avoided during instruction.
Word Recognition in Isolation • Independent Level • 90-100% accuracy • Instructional Level • 70-85% accuracy • Frustration Level • Below 70%
Word Recognition in Context • Independent • 97% or higher • Instructional • 90-96% • Frustration • 90%
Reading and Listening Comprehension Levels • Independent • 90% or higher • Instructional • 70-90% • Frustration • Below 70%
Walk in the Fall It was fall. Pat went for a walk. She took herdog Sam. They liked to walk. They walked for a long time. They saw trees. Some were red. Some were green. They were pretty. Pat and Sam saw birds too. Sam did not run after them. He was nice.
