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MASI-R Oral Reading Fluency Measures

MASI-R Oral Reading Fluency Measures

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MASI-R Oral Reading Fluency Measures

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  1. MASI-R Oral Reading Fluency Measures

  2. Overview • Individually administered • Takes approximately 5 minutes • Two or Three, 1 minute, grade level passages are read • Provides a sample of a student’s oral reading fluency (rate and accuracy of reading)

  3. Rationale When students read accurately and fluently, it typically means they have mastered the prerequisite skills and processes necessary to read. These skills are not observable while reading, but show up with high scores in reading rate and accuracy.

  4. Preparing

  5. What you will need… • Copies of Teacher Passage & Directions: 6A, 6B, & 6C • Corresponding Student Passages: 6A, 6B, 6C • Clipboard • Colored pen for examiner • Preset timer to count down for one minute

  6. Take a few minutes to review the materials you will use for this assessment.

  7. Administering

  8. Administering • Place Student Passage in front of student. • Hold Teacher Passage and timer out of student’s view. • Read directions to student. • Do NOT say Ready, Get Set, Go! or Stop!

  9. Administering - Put a slash (/) on Teacher Passage through any words read incorrectly. - Provide word if not read within 3 sec. & mark incorrect. - At end of one minute, say Thank You & place bracket (]) on Teacher Passage after last word read. - Remove Student Passage. - Continue with remaining passages.

  10. Errors…What Counts? • Word is: • Skipped • Mispronounced • Not pronounced correctly within 3 seconds • Repeatedly mispronounced, each instance

  11. Errors…What Doesn’t Count • Word is: • corrected within 3 seconds • Pronounced differently due to dialect • Inserted/added words

  12. Scoring

  13. Scoring each passage for RATE • Calculate Rate Correct by subtracting # of errors from total # of words read in 1 min. • Rate Correct is Words Correct Per Minute (WCPM). • Find the median score by placing the scores in numerical order and finding the one in the middle • Write this in Rate Correct box at top of Teacher Passage.

  14. Example: Teacher Passage & Directions: 6-C There are three basic types of snowflakes. The first 9 type is called “stellar,” and is the one most people 19 remember. Stellar flakes are feathery with small centers. 27 They form when it’s not extremely cold and when the clouds are 39 low and wet. Because they cling together when falling, it 49 sometimes appears as if they are descending in great, downy 59 clumps. The second variety of snowflake is called a “plate” 69 snowflake and this formation appears almost rock-solid in compact 79 configurations with six clearly seen outer edges. They form 88 when it’s exceptionally cold and when clouds are elevated and 98 almost dry. ▲ The final type of snowflake is a combination of the 110 other two. It has a plate-like center with feathering arms. 121

  15. Rate Correct: 105 Teacher Passage & Directions:6-C There are three basic types of snowflakes. The first 9 type is called “stellar,” and is the one most people 19 remember. Stellar flakes are feathery with small centers. 27 They form when it’s not extremely cold and when the clouds are 39 low and wet. Because they cling together when falling, it 49 sometimes appears as if they are descending in great, downy 59 clumps. The second variety of snowflake is called a “plate” 69 snowflake and this formation appears almost rock-solid in compact 79 configurations with six clearly seen outer edges. They form 88 when it’s exceptionally cold and when clouds are elevated and 98 almost dry. ▲ The final type of snowflake is a combination of the 110 other two. It has a plate-like center with feathering arms. 121 110 Cumulative Words at End of Line - 2 Words Not Read in that Line 108 Total Words that Student Read - 3 Errors (# of slash marks) 105 Rate Correct (WCPM)

  16. Calculating Rate (WCPM) EXAMPLE: Student’s 3 Scores: 96 95 105 In numerical order: 95 96 105

  17. Scoring each passage for ACCURACY • Calculate Accuracy by dividing rate by total words read • Find the median score by placing the scores in numerical order and finding the one in the middle • Write this in Rate Correct box at top of Teacher Passage.

  18. Calculating Accuracy on 6-C Rate Correct/WCPM = % Accuracy Total Words Read 105 108 = 97% Accuracy *Find Median Accuracy (this may be on a different passage than the (wcpm) measure)

  19. Calculating Accuracy EXAMPLE: Student’s 3 Scores: 92 98 97 In numerical order: 92 97 98

  20. Interpreting Scores

  21. GROWTH GOAL • 5 MORE WORDS CORRECT PER MINUTE! • SO 80 words average… • Then End of the Summer-85 word average!

  22. San Diego Quick Assessment

  23. Overview Assesses identification of grade level words out of context Consists of 13 graded word lists Identifies a students instructional level Individually administered Untimed Takes approximately 5 minutes to administer

  24. Rationale

  25. Rationale Weak readers tend to rely heavily on context and recognize words within connected text more easily than in isolation. Proficient readers generally do not rely on context to decode accurately and typically perform just as well reading words in or out of context.

  26. Preparing

  27. You will need… • Copies of Record Form (1 page) • One copy of Student Material (2 pages) (placing this in a sheet protector for repeated use helps save on copies) • Blank paper to cover lists until they are read (reduces visual stimulation) • Pencil and clipboard for examiner use

  28. Take a few minutes to review the materials you will use for this assessment.

  29. Administering

  30. Begin with a list two or three levels below student’s grade placement. Use paper to cover words not being read. Say “Next” to signal student to move paper down & read next word aloud. Administering

  31. Mark errors on copy of record form. Encourage student to attempt unfamiliar words. Allow up to five sec. per word if needed. Have student continue reading successive lists until they make three or more errors in one list. Administering

  32. Scoring

  33. Record the highest grade level for each: • Independent = 1 or fewer errors • Instructional = 2 errors • Frustration = 3 or more errors

  34. Interpreting Scores

  35. What does this mean? A student’s reading level is considered to be his instructional reading level, the highest list with at least 8 words read correctly.

  36. Using Hasbrok and Tindal Chart • Use Norms Table • Find row for student’s grade Use Grade 8 for HS 3. Locate appropriate column: FALL, WINTER, or SPRING • Determine PERCENTILE based on Median Score (WCPM) 5. Accuracy should be above 95%

  37. Using Hasbrok and Tindal Chart SCORING INTERPRETATION I EXAMPLE: 9th grader Traditional calendar school Median Score: 96 WCPM < 10 th Percentile Look in row for Grade 8. Look in column for SPRING.

  38. Practicing

  39. MASI-R Oral Reading Fluency Measures PRACTICE • Get copy of Teacher Passage & Directions: 6-C. • As you listen to the student read aloud, mark errors with a slash (/). • Compare with examiner’s marks.

  40. Next Steps

  41. Next Steps… • Depending on additional data points available and the students scores, it may be advisable to continue assessing to determine if there are underlying reading issues. • The CORE Vocabulary Screening, MASI-R Oral Reading Fluency Measure and the San Diego Quick Assessment of Reading Ability are recommended if a student scores below strategic on the MAZE. • Continue with the San Diego Quick Assessment.