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Oregon Reading First DIBELS Refresher

Oregon Reading First DIBELS Refresher. Phonemic Segmentation Fluency , Nonsense Word Fluency , and Oral Reading Fluency. Fall 2009 . Kindergarten Increase student automaticity in whole word reading (by the end of kindergarten, students will read VC and CVC words as whole units) .

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Oregon Reading First DIBELS Refresher

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  1. Oregon Reading FirstDIBELS Refresher Phonemic Segmentation Fluency, Nonsense Word Fluency, and Oral Reading Fluency Fall 2009 © 2010 by the Oregon Reading First Center Center on Teaching and Learning

  2. Kindergarten Increase student automaticity in whole word reading (by the end of kindergarten, students will read VC and CVC words as whole units) First Grade Provide targeted instruction, based on student need, to all strategic and intensive students Revisiting Oregon Reading First Project Level Goals (2009-2010)

  3. Assessing Each Big Idea with DIBELS

  4. Who administers your benchmarking probes? • Coach • District Team • Building Team • Classroom Teacher • Instructional Assistants

  5. PSF: Taking A Closer Look

  6. Phonemic Segmentation Fluency (PSF): • What important skill does it assess? Phonological Awareness • The ability to hear and manipulate sounds in words at the phrase level • What is the appropriate time and grade? • Mid-year kindergarten through first grade • What is the goal? • How well? 35 phonemes or more • By when? End of kindergarten

  7. How Do We Administer and Score the PSF Measure? Materials: 1. Examiner copy of word list with phoneme scoring columns. Student has no materials when assessing phonological awareness. 2. Stopwatch 3. Pencil Preparing the Student: 1. Good testing conditions (e.g., lighting, quiet, comfortable) 2. Provide model in standardized manner and follow correction procedures as necessary

  8. PSF: Maximizing Administration Time • Stopwatch: • Present the first word and start the stopwatch and time for 1 minute. • Scoring: • Underline each different, correctsound segment produced. (See specific scoring rules and examples.) • Put a slash (/) through sounds produced incorrectly. • Maintaining momentum: • As soon as the student is finished saying the sounds, present the next word. • Allow the student 3 seconds for each sound segment. • Discontinue: • If a student has not given any correct sound segments in the first 5 words, discontinue the task and record a score of zero (0). • Ending testing: • At the end of 1 minute, stop timing and calculate the number of correct phonemes per minute.

  9. Scoring Rules for PSF Correct Segmentation: • A correct sound segment is any different, correct part of the word. For example, the sound /t/ is a correct segment of "trick", as are /tr/ and /tri/ • Examiner says "trick," student says "t...r...i...k" • Examiner says "cat," student says "k...a...t" CORRECT STUDENT SCORING SEGMENTS SAYS: PROCEDURE: WORD: trick “ t...r...i...k ” /t/ /r/ /i/ /k/ 4/4 cat “ k...a...t ” /k/ /a/ /t/ 3/3

  10. Elongating Sounds Correct Segmentation: • No need for an audible pause between the sounds to receive credit. • If you can hear each individual sound when the student runs them together, score each sound as correct. • Use your professional judgment based on the response and your knowledge of your program. If still not sure, do not give credit. STUDENT SCORING CORRECT WORD: SAYS: PROCEDURE: SEGMENTS rest “rrrreeeessssttt” /r/ /e/ /s/ /t/ 4/4

  11. Errors in Segmenting: No Segmentation No Segmentation: • If student repeats the entire word, no credit is given for any correct parts. • Circle the word to indicate no segmented response was given. STUDENT SCORING CORRECT WORD: SAYS: PROCEDURE: SEGMENTS trick “trick” /t/ /r/ /i/ /k/ 0/4 cat “cat” /k/ /a/ /t/ 0/3

  12. Errors in Segmenting: Incomplete Segmentation Incomplete segmentation: • Student is given partial credit for each sound segment produced correctly, even if student has not segmented at the phoneme level. • The underline indicates the size of the sound segment. • For example: Examiner says “trick,” student says “tr...ick” Examiner says “cat,” student says “c...at” ... STUDENT SCORING CORRECT WORD: SAYS: PROCEDURE: SEGMENTS trick “ tr ... ik” /t/ /r/ /i/ /k/ 2/4 cat “ c … at” /k/ /a/ /t/ 2/3

  13. Errors in Segmenting: Overlapping Sounds Overlapping: • Student receives credit for each different, correct sound segment of the word. • Underline the different sound segments produced • For example: Examiner says “trick,” student says “tri...ick” Examiner says “cat,” student says “c...cat” CORRECT STUDENT SCORING SEGMENTS WORD: SAYS: PROCEDURE: trick /t/ /r/ /i/ /k/ 2/4 “ tri ... ick ” cat “ c … cat” /k/ /a/ /t/ 1/3

  14. STUDENT SCORING CORRECT WORD: SAYS: PROCEDURE: SEGMENTS trick “ t... ik” /t/ /r/ /i/ /k/ 2/4 cat “ c” (3 seconds) /k/ /a/ /t/ 1/3 Errors in Segmenting: Omission of Sounds Omission: • Student does not receive credit for sound segments not produced. If student provides the initial sound only, be sure to wait 3 seconds for elaboration.

  15. STUDENT SCORING CORRECT WORD: SAYS: PROCEDURE: SEGMENTS trick “ t...r...i... ks” /t/ /r/ /i/ /k/ 3/4 cat “ b… a...t” /k/ /a/ /t/ 2/3 Errors in Segmenting: Mispronunciation of Sounds Mispronunciation: • Student does not receive credit for sound segments that are mispronounced. • Put a slash (/) through the incorrect sounds. • For example, there is no /ks/ sound in the word "trick."

  16. Student Characteristics Pronunciation & Dialect: • Student is not penalized for imperfect pronunciation due to dialect or articulation. • For example, if the student says /r/ /e/ /th/ /t/ for "rest" because of articulation difficulties, give full credit. Use professional judgment and prior knowledge of the student’s speech pattern to assess skill performance.

  17. STUDENT SCORING CORRECT WORD: SAYS: PROCEDURE: SEGMENTS trick “ tu ... ru ...i... ku” /t/ /r/ /i/ /k/ 4/4 cat “ ku ...a... tu” /k/ /a/ /t/ 3/3 Student Characteristics Schwa Sounds: • Schwa sounds (/u/) added to consonants are not counted as errors.

  18. NWF: Taking A Closer Look

  19. Nonsense Word Fluency (NWF): • What important skill does NWF assess? Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words. • What is the appropriate time and grade? Middle of the year in kindergarten and throughout first grade. • What is our goal? Second Grade: How well? 50 correct letter-sounds (CLS) or more and 15 words read as whole units (WRWU) By when? Beginning of second grade First Grade: How well? 50 correct letter-sounds (CLS) or more and 15 words read as whole units (WRWU) By when? Middle of first grade

  20. How Do We Administer and Score the NWF Measure? • Materials: • Examiner probe • Student pages (practice page “sim lut” and test page) • Stopwatch • Pencil • Preparing the student: • Good testing conditions (e.g., lighting, quiet, comfortable) • Provide the model in standardized manner and follow correction procedures as necessary

  21. How Do We Administer and Score the NWF Measure? Say these specific directions to the child: “Look at this word (point to the first word on the practice probe). It’s a make-believe word. Watch me read the word: (point to the letter “s”) /s/, (point to the letter “i”) /i/, (point to the letter “m”) /m/ “sim” (run your finger fast through the whole word). I can say the sounds of the letters, /s/ /i/ /m/ (point to each letter), or I can read the whole word “sim” (run your finger fast through the whole word). “Your turn to read a make-believe word. Read this word the best you can (point to the word “lut”). Make sure you say any sounds you know.”

  22. How Do We Administer and Score the NWF Measure?

  23. What would you do? • A student gets the first try incorrect and you administer the error correction. The student makes another mistake on the second try. What do you do next? • Help the student sound it out. • Move onto the next part of the directions. • Ask them to try it again. • Repeat the error correction.

  24. How Do We Administer and Score the NWF Measure? Place the student copy of the probe in front of the child. Here are some more make-believe words(point to the student probe).Start here(point to the first word)and go across the page(point across the page).When I say “begin,” read the words the best you can. Point to each letter and tell me the sound or read the whole word. Read the words the best you can. Put your finger on the first word. Ready, begin. Student Copy

  25. NWF: Maximizing Administration Time • Stopwatch: • Start watch after you say, “Ready, begin” and time for 1 minute. • Scoring: • Underline each correct letter sound produced (see specific scoring rules and examples). • Slash each incorrect letter sound produced. • Maintaining momentum: • Allow the student 3 seconds for each letter sound. After 3 seconds, provide the sound to keep the student moving. • Discontinue: • If a student does not get any correct in the first row, discontinue the task and record a score of zero (0). • Ending testing: • At the end of 1 minute, put a bracket after the last letter-sound/word produced and calculate the total letter-sounds correct in one minute.

  26. Scoring Rules for NWF Correct Letter Sounds A correct letter sound is scored as the most common soundin English. • For example, all the vowels are scored for the short sound and the most common sound for the letter “c” is /k/. See pronunciation guide for remaining letter sounds. Marking the form Underline exactly the way the student completes task. • For example, if the student goes sound-by-sound, underline each letter individually. If the student reads the target as a whole word, underline the entire word.

  27. Scoring Rules for NWF:Marking the Teleform • Encourage testers while administering to remember the level of information we’re trying to obtain from the NWF measure. • If we can categorize the strategies students are using to read the words on NWF into one of the four categories (sound-by-sound, recoded, partial blends, or whole word reading) we can then take that information into consideration while grouping students and planning instruction. • The directions on the Teleform are as follows: • Because we use the dashes and slashes from the scoring to determine the strategy used to read the words, they are very important; please don’t allow this type of scoring to occur: No information is provided about the strategies used by the student to read these words!

  28. Scoring Rules for NWF 1. Discontinue Rule. If the student does not get any sounds correct in words 1-5, discontinue the task and record a score of 0.

  29. Scoring Rules for NWF 2. Correct letter sounds. Underline the individual letters for letter sounds produced correctly in isolation and score 1 point for each letter sound produced correctly. For example, if the stimulus word is “tob” and the student says /t/ /o/ /b/, the individual letters would be underlined with a score of three. Example: Correct Letter Sounds

  30. Scoring Rules for NWF 3. Correct words. Use a single underline under multiple letters for correct letter sounds blended together and give credit for each letter sound correspondence produced correctly. For example, if the stimulus word is “tob” and the student says “tob”, one underline would be used with a score of 3. Example: Correct Words

  31. Scoring Rules for NWF 4. Partially correct words. If a word is partially correct, underline the corresponding letters for letter sounds produced correctly. Put a slash ( ) through the letter if the corresponding letter sound is incorrect. For example, if the word is “tob” and the student says “toab” (with a long o), the letters “t” and “b” would be underlined, and the letter “o” would be slashed giving a score of 2. Example: Partially Correct Words

  32. Scoring Rules for NWF 5. Repeated sounds Letter sounds pronounced twice while sounding out the word are given credit only once. For example, if stimulus word is "sim" and the student says /s/ /i/ /im/, the letter "i" is underlined once and the student receives 1 point for the phoneme "i" even though the letter "i" was pronounced correctly twice (a total of 3 for the entire word). Example: Repeated Sounds

  33. Scoring Rules for NWF 6.3-second rule - sound by sound If student hesitates for 3 seconds on a letter, score the letter sound incorrect, provide the correct letter sound, point to the next letter, and say, "What sound?" • This prompt may be repeated. For example, if the stimulus word is "tob" and the student says /t/ (3 seconds), prompt by saying, "/o/ (point to b) What sound?" Example: 3-second rule-sound by sound

  34. Scoring Rules for NWF 7.3-second rule - word by word If student hesitates for 3 seconds on a word, score the word incorrect, provide the correct word, point to the next word, and say, "What word?" This prompt may be repeated. For example, if the stimulus words are "tob dos et" and the student says, "tob" (3 seconds), prompt by saying "dos (point to et) What word?" Example: 3-secong rule-word by word

  35. Scoring Rules for NWF 8. Sound order – sound by sound. Letter sounds produced in isolation but out of order are scored as correct. For example, if stimulus word is “tob” and the student points to and says, /b/ /o/ /t/, all letters would be underlined, with a score of 3. The purpose of this rule is to give students credit as they are beginning to learn individual letter sound correspondences. Example: Sound Order-Sound by Sound

  36. Scoring Rules for NWF 9. Sound order – word by word. Blended letter sounds must be correct and in the correct place (beginning, middle, end) to receive credit. For example, if stimulus word is “tob” and the student says, “bot”, only the “o” would be correct and in the correct place, for a score of 1. Example: Sound Order-Word by Word

  37. Scoring Rules for NWF 10. Insertions. Insertions are not scored as incorrect. For example, if the stimulus word is “sim” and the student says “stim”, the letters “s,” “i,” and “m” would be underlined and full credit would given for the word with no penalty for the insertion of /t/. Example: Insertions

  38. Scoring Rules for NWF 11. Dialect and articulation. The student is not penalized for imperfect pronunciation due to dialect, articulation, or second language inferences. This is a professional judgment and should be based on the student’s responses and any prior knowledge of their speech patterns. For example, a student may regularly substitute /th/ for /s/. If the stimulus word is “sim” and the student says “thim,” the letter “s” would be underlined and credit for a correct-letter sound correspondence would be given. Example: Dialect and Articulation

  39. Scoring Rules for NWF 12. Self correct. If a student makes an error and corrects him/herself within 3 seconds, write “SC” above the letter sound or word and count it as correct. 13. Skips row. If a student skips an entire row, draw a line through the row and do not count the row in scoring.

  40. Additional Reminders for NWF • Remember that there should be only a 3 second pause provided for each sound/word that the student is attempting to read. This means that every student, even if they got no letter sounds correct, should have attempted the first 5 words on the measure. • Be sure to underline all sounds that have been read. If sounds are not underlined, they will be scored as incorrect: • w o d = 2 CLS, 0 WRC

  41. Additional Reminders for NWF • Also, be sure that slashes and underlines are appropriately represented. If, for example, a student reads the word sound by sound on the first attempt and gets a sound incorrect, but recodes and gets the entire word correct, the scoring should be: • t u m • Be sure testers are clear on the distinction between Correct Letter Sounds and Words Read Correct. • f ek (According to Roland, the slash on the ‘u’ means that the final sound was incorrect for ‘u’. If the scorer wants to signal that the student self-corrected the error when recoding, then the ‘sc’ mustbe included above the slash and underlined word) SC It is NOT possible for a student to get 2 CLS (f, k) and 1 WRC!

  42. Remember NWF Logic 1. Slash over-rides an underline. • w an 2 cls 0 wrc 2. SC over-rides a slash. • w an 3 cls 1 wrc 3. Score the last sounds/words said. sc

  43. Lets Practice NWF

  44. Lets Practice NWF 13 13 10 d sc 5

  45. ORF: Taking A Closer Look

  46. Oral Reading Fluency (ORF): • What important skill does it assess? • Fluency and accuracy with connected text: The effortless, automatic ability to read words in connected text leads to understanding. • What is the appropriate time and grade? • Middle of first grade through third grade • What is the goal: • To be fluent at the skill by end of first grade. • How well? 40 correct words or more • By when? End of first grade • What about second grade? • How well? 90 correct words or more • What about third grade? • How well? 110 correct words or more

  47. Say these specific directions to the child: “Please read this (point) out loud. If you get stuck, I will tell you the word so you can keep reading. When I say "stop," I may ask you to tell me about what you read, so do your best reading. Start here (point to the first word of the passage). Begin.” How Do We Administer and Score the ORF Measure? • Materials: 1) Examiner probe 2) Student passages 3) Stopwatch 4) Pencil • Preparing the student: Good testing conditions (e.g., lighting, quiet, comfortable)

  48. ORF: Maximizing Administration Time • Stopwatch: • Start watch after student says the first word and time for 1 minute. • Scoring: • Slash each word produced incorrectly. • Maintaining momentum: • Allow student 3 seconds for each word. After 3 seconds, say the word to keep the student moving. • Discontinue: • If student does not get any correct in the first row, discontinue the task and record a score of zero (0). • If student scores less than 10 on the first passage, do not administer the other two passages. • Ending testing: • At the end of 1 minute, put a bracket after the last word produced and calculate the number of correct words in one minute.

  49. How Do We Administer and Score the ORF Measure? • Say these specific directions to the child: • “Please read this (point) out loud. If you get stuck, I will tell you the word so you can keep reading. When I say "stop," I may ask you to tell me about what you read, so do your best reading. Start here (point to the first word of the passage). Begin.”

  50. Scoring Rules for ORF: 1.Correctly Read Words are pronounced correctly. A word must be pronounced correctly given the context of the sentence. • Example: The word “read” must be pronounced /reed/ when presented in the context of the following sentence: • Ben will read the story. WRC = 5 not as: • “Ben will red the story.” WRC = 4 2.Self-Corrected Words are counted as correct. Words misread initially but corrected within 3 seconds are counted as correct. • Example: • Dad likes to watch sports. WRC = 5 • read as: • “Dad likes to watch spin...(3 seconds)…sports.” WRC = 5

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