Reading Assessment: GORT- 4 (Gray Oral Reading Test -4)

Reading Assessment:GORT- 4 (Gray Oral Reading Test -4) By: Susan Zirpoli 3/24/11 For the great teachers at South Carroll High School

WHAT IS YOUR QUESTION? • Why are you assessing? • What component of Reading are you assessing? • Remember: Tests do not diagnose- people do. + IT TAKES A TEAM • Use multiple assessments to diagnose. • Don’t forget classroom performance, screening, IRIs, running records, classroom observation, other?

Reading Assessment Handout:Special Education MatrixOrganized by the Big 5 • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension National Reading Panel (2000)

Grey Oral Reading Test-4 (GORT-4) • Fluency • Comprehension

GORT 4: Test Administration • 1:1 • Grades 1-12 • Time: 30-45 minutes • Ceilings: 2 separate 1 for fluency - Timer needed. 1 for comprehension

WHY: GORT- 4 Norm-referenced, reliable and valid test of Oral Reading • RATE • ACCURACY • FLUENCY (Rate + Accuracy) • COMPREHENSION • OVERALL READING ABILITY (Combination of student’s Fluency & Comprehension Scores)

PURPOSE • ID students with Problems – pg. 4 • Determine Strengths & Weaknesses – pg. 4 • Document Progress – pg. 5 2 equivalent forms available • Research

ADMINISTRATION • Practice Essential - (test your child, the neighbor, the dog- get comfortable before testing students) • READ THE MANUAL (place post-its to parts you need to access quickly) • Validity/Reliability based on standard administration- don’t deviate from the script.

MATERIALS NEEDED • Timer • Tape Recorder (highly recommended- especially for analysis of miscues) • Manual • Student Book (contains stories that the student reads) • Profile/Examiner Record Booklet

TEACHER DIRECTIONS pg.15 Place post-its in technical manual. This is especially important where verbatim teacher directions are given. THIS IS WHAT MAKES IT A STANDARDIZED TEST.

General Scoring • Time- indicate time in seconds at the end of each passage. • Deviation from Print- the # of errors or miscues. These include: • Substitutions • Additions • Omissions • Comprehension Score-# correct • Converting Time & Deviations from Print to Rate and Accuracy

MARKING DEVIATIONS FROM PRINT pg. 17 READ THIS PAGE CAREFULLY What counts as an error: • Substitutions • Additions • Omissions

MARKING MISCUES • See page 17- slashes • More in-depth analysis – pg. 19 MISCUE MARKING SYSTEM

PRACTICE Administration • Let’s use Story 5 from Form A • Mark errors with slashes while I read. • Don’t forget timer and tape recorder • Practice Scoring: Rate, Accuracy, Fluency and Comprehension.

Miscue Analysis • Story 5 & 6 exemplars Note miscue marking system while I read stories. • Now look at Sample 2 Form – Miscue Analysis Worksheet This is optional but assists with instructional recommendations.

Miscue Analysisinforms instruction • Meaning Similarity • Function Similarity • Graphic/Phonemic Similarity • Multiple Sources • Self- Correction (Guidelines for scoring -

BASALS & CEILINGSpg. 11-15 NOTE: THIS IS IMPORTANT!!!!! 2 separate Basals & Ceilings: • Comprehension • Fluency

COMPREHENSION– pg. 11(Basals & Ceilings) Establish ceiling first. Then go back to establish basal. Basal – answers all 5 comprehension questions correctly. Ceiling - misses 3 out of 5 comprehension questions or until the last story is read.

FLUENCY– pg. 13(Basals & Ceilings) pg. Basal –When the fluency score for a story is 9 or 10 Ceiling –When the fluency score for a story is 2 or less. Remember: Fluency is derived by adding Rate + Accuracy

PRACTICE SCORING • Student: Fancy Free • Compute Age • Where is basal/ceiling fluency? • Where is basal/ceiling comprehension? • Compute Raw Scores • Standard Scores, Percentile Ranks • Sum of Fluency and Comprehension SS • %ile • Oral Reading Quotient (ORC)

HOW DID FANCY DO? • Standard Scores – subtests/total? • %ile Ranks • What does this mean? • Strengths/Weaknesses?

Thank You!

Reading Assessment: GORT- 4 (Gray Oral Reading Test -4)