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Reading First Grant Writing Workshop: Instructional Reading Assessments

Reading First Grant Writing Workshop: Instructional Reading Assessments. Scott K. Baker Eugene Research Institute/ University of Oregon Portland, Oregon January 7, 2003. This presentation is based on the work of the Reading Assessment Committee.

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Reading First Grant Writing Workshop: Instructional Reading Assessments

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  1. Reading FirstGrant Writing Workshop:Instructional Reading Assessments Scott K. Baker Eugene Research Institute/ University of Oregon Portland, Oregon January 7, 2003

  2. This presentation is based on the work of the Reading Assessment Committee. Team Leader Edward J. Kame’enui, University of Oregon • David Francis, University of Houston • Lynn Fuchs, Vanderbilt University • Roland Good, University of Oregon • Rollanda O’Connor, University of Pittsburgh • Deborah Simmons, University of Oregon • Gerald Tindal, University of Oregon • Joseph Torgesen, Florida State University

  3. Outcomes Driven Model Provides a Decision Structure for Assessment

  4. Four Kinds of Reading Assessments An effective, comprehensive, reading program includes reading assessments to accomplish four purposes: • Outcome - Assessments that provide a bottom-line evaluation of the effectiveness of the reading program. • Screening - Assessments that are administered to determine which children are at risk for reading difficulty and who will need additional intervention. • Diagnosis - Assessments that help teachers plan instruction by providing in-depth information about students’ skills and instructional needs. • Progress Monitoring - Assessments that determine if students are making adequate progress or need more intervention to achieve grade level reading outcomes.

  5. Five Assessment Areas • Phonemic awareness • Phonics • Fluency • Vocabulary • Reading Comprehension

  6. Screening Assessment • The crucial issue for screening assessment is predictive validity - which children are likely to experience reading difficulty? • The primary purpose of screening assessment is to identify children early who need additional instructional intervention. • Identification is not enough!Screening is only valuable when followed with additional instructional intervention so that students achieve grade level reading outcomes.

  7. OSA Reading/Literature, Spring Grade 3 First Grade Reading Predictive of Later State Accountability Outcomes r = .57, p < .001, 33% of variance explained • 40 or more: predictive of success on later state accountability outcomes, 51 out of 58 or 88%. • 10 to 39: uncertain of later state accountability outcomes, 37 out of 64 or 58%. • Below 10: predictive of difficulty on later state accountability outcomes, 9 out of 27 or 33%.

  8. 5.2 2.5 Early Screening Identifies Children At Risk of Reading Difficulty 5 4 Low Risk on Early Screening Reading grade level 3 2 At Risk on Early Screening 1 1 2 3 4 Grade level corresponding to age

  9. With substantial instructional intervention 4.9 With research-based core but without extra instructional intervention 3.2 Intervention Control Early Intervention Changes Reading Outcomes 5.2 5 4 Low Risk on Early Screening Reading grade level 3 2.5 2 At Risk on Early Screening 1 1 2 3 4 Grade level corresponding to age

  10. Examples of Student Assessments: Screening

  11. Diagnostic Assessment for Students Who Need Additional Intervention • On which of the important beginning reading skill areas are the students on track, and on which do they need additional instructional intervention? • Which specific beginning reading skills has the student mastered or not mastered? • How much instructional intervention are the students likely to need (e.g., smaller group, extra time, more practice, more modeling, more scaffolding)? • Which intervention programs are most likely to be effective? • Which students have similar instructional needs and will form an appropriate group for instruction?

  12. Examples of Student Assessments: Diagnose

  13. Progress Monitoring Assessment • Children respond differently, even to instruction that is research based and usually effective. • If we are to get all children at grade level, we must get each child at grade level -- and keep them there. • We need to identify early when children begin to get off track and make necessary modifications to instruction or provide additional instructional intervention to keep them on track for grade level reading outcomes.

  14. Progress Monitoring: The Teacher’s Map A change in intervention Aimline

  15. Examples of Student Assessments: Progress Monitoring

  16. Examples of Student Assessments: Outcomes

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