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Curriculum Based Evaluation in Reading

Curriculum Based Evaluation in Reading. Gary L. Cates, Ph.D. Decoding. AKA Reading Carnine : Teachers need right materials Teachers need right training Adams Code instruction with meaning better for ALL readers

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Curriculum Based Evaluation in Reading

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  1. Curriculum Based Evaluation in Reading Gary L. Cates, Ph.D.

  2. Decoding • AKA Reading • Carnine: • Teachers need right materials • Teachers need right training • Adams • Code instruction with meaning better for ALL readers • Rate of Decoding is essential in understanding differences in effects of various reading methods.

  3. Important Points • Perceptual Processes: They matter very little. • Early Reading Skills: Teach older kids that do not have early literacy skills these skills? • Reading Levels: within text, across curricula • What about Grade Equivalents? • The right question: What skill does the student need to learn?

  4. Error/Miscue Analysis • Variable empirical support • Problem with Operational Definitions • Should be an appropriate error sample (i.e. must make enough errors – 80-85%)

  5. Pre-reading readiness • Book Orientation • Sentence, word, letter boundaries, • Letter names • Symbol recognition? • Word recognition • Word/sentence manipulation: Rain/Bow • Segementing, rhyming, blending,

  6. Hypothesis: Won’t do • Provide reinforcer for reading accurately (50% increase?)

  7. Hypothesis: Error not important to meaning • Tally errors and get percent of words that violate meaning (i.e. would give you a different sentence understanding). • Shouldn’t be out of specified range.

  8. Hypothesis: Code Structure is the issue • Read a passage and note errors. • Errors related to pattern in words? • Be sure to base this on opportunity for error not just percentage of errors.

  9. Hypothesis: Word Substitutions are? • Related to phonics? • Misses phonetically regular portions of words • Can’t read non-sense words • Not related to phonics? • Provide assisted self-monitoring • Maybe not a problem (Check if affects to meaning)

  10. What do you do about these issues? • Stay tuned for reading intervention coverage

  11. CBE: Comprehension

  12. Let’s Change our Thinking • Comprehension is a complex process • Let’s talk about how a reader “reacts” to their reading. • Answering questions, retelling, paraphrasing, cloze, maze, t/f etc.

  13. 9 Causes of Comprehension Failure • These are 9 things that a good reader does that a poor reader doesn’t. • If you want a cool round number (the top “10” reasons) the 10th is Insufficient reinforcement.

  14. Strategies of Comprehension • Monitor for meaning and self-correct • Selective attention to text: Skimming, going over closely • Adjust for Text Difficulty: Change rate, rereading, highlighting • Connect with Prior Knowledge: • Clarify: Figure it out in some way to make it make sense (Ask for help?; Google)

  15. Enablers of Comprehension • Decoding: 140 wcpm (after 3rd grade) • Vocabulary (Semantics) – 70% of the variability! • Definitions • Determining Word Meaning • Grammar (Syntax): Rare, but could be ESL • Prior Knowledge

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