Language and Literacy Language and Literacy Assessments for Students Who Assessments for Students Who

Are Deaf/Hard of HearingAre Deaf/Hard of Hearing

GDEAF – 2004GDEAF – 2004

Macon, GAMacon, GA

Assessments for External AudiencesAssessments for External Audiences

Provides data to people and organization Provides data to people and organization beyond the classroom and building levelbeyond the classroom and building level

Used to compare programs, school Used to compare programs, school divisions within a state, or even states divisions within a state, or even states themselvesthemselves

Not administered at the discretion of the Not administered at the discretion of the teacherteacher

Used for school accountabilityUsed for school accountability

Assessments for Internal AudiencesAssessments for Internal Audiences Used to gather information about students that will Used to gather information about students that will

be of direct, immediate use to the teacher herself or be of direct, immediate use to the teacher herself or himself.himself.

Used to organize, plan, and evaluate instructionUsed to organize, plan, and evaluate instruction For the student’s benefit:For the student’s benefit:

– Recognition of achievementsRecognition of achievements– Setting of goalsSetting of goals

For the teacher’s benefit:For the teacher’s benefit:– Where to begin instructionWhere to begin instruction– What to reviewWhat to review– When to intoduce new materialWhen to intoduce new material– How to group studentsHow to group students

Language AssessmentsLanguage Assessments

The MacArthur Communicative The MacArthur Communicative Development Inventory: Words and Development Inventory: Words and SentencesSentences– Distributed by Paul H. Brookes Publishing Co.Distributed by Paul H. Brookes Publishing Co.

» 1-800-638-37751-800-638-3775

» www.brookespublishing.comwww.brookespublishing.com

Literacy AssessmentsLiteracy Assessments

Formal MeasuresFormal Measures Running RecordsRunning Records Informal Reading InventoriesInformal Reading Inventories Checklists & InventoriesChecklists & Inventories

– Stages of Literacy ChecklistStages of Literacy Checklist» Martha French, Martha French,

– Literacy Assessment: A Handbook of Literacy Assessment: A Handbook of InstrumentsInstruments

» Edited by Lynn K. Rhodes, Heinemann, 1993Edited by Lynn K. Rhodes, Heinemann, 1993

Formal MeasuresFormal Measures

Criterion-Referenced TestsCriterion-Referenced Tests Achievement TestsAchievement Tests

– Peabody Individual Achievement Test, Revised Peabody Individual Achievement Test, Revised Ed. (PIAT-R)Ed. (PIAT-R)

– Wide Range Achievement Test, 3Wide Range Achievement Test, 3rdrd Ed. Ed. (WRAT-3)(WRAT-3)

Diagnostic TestsDiagnostic Tests– The Woodcock Reading Mastery – RevisedThe Woodcock Reading Mastery – Revised– Gray Oral Reading Tests, 3Gray Oral Reading Tests, 3rdrd Ed. Ed.

Informal Reading InventoriesInformal Reading Inventories

Basic Reading Inventory 5Basic Reading Inventory 5thth Edition Edition– Jerry L. Johns; Kendall/Hunt, 1997Jerry L. Johns; Kendall/Hunt, 1997

Qualitative Reading Inventory IIQualitative Reading Inventory II– Lauren Leslie & Joanne Caldwell; Wesley Longman, Lauren Leslie & Joanne Caldwell; Wesley Longman,

19951995

Stieglitz Informal Reading Inventory 2Stieglitz Informal Reading Inventory 2ndnd Ed. Ed.– Ezra L. Stieglitz; Alyn & Bacon, 1995Ezra L. Stieglitz; Alyn & Bacon, 1995

Informal Reading Inventory 4Informal Reading Inventory 4thth Ed. Ed.– Paul C. Burns & Betty D. Roe; Houghton Mifflin, 1992Paul C. Burns & Betty D. Roe; Houghton Mifflin, 1992

Administering an Informal Administering an Informal Reading InventoryReading Inventory

Where to startWhere to start Where to stopWhere to stop Word Recognition in IsolationWord Recognition in Isolation Concept MiscuesConcept Miscues Re-inspection and ComprehensionRe-inspection and Comprehension Retelling and ComprehensionRetelling and Comprehension Listening ComprehensionListening Comprehension

Reading LevelsReading Levels

IndependentIndependent Instructional Instructional FrustrationFrustration

IndependentIndependent

Students can read text easily without help.Students can read text easily without help. Comprehension is excellent.Comprehension is excellent. Silent reading is rapid.Silent reading is rapid. Oral reading generally fluent.Oral reading generally fluent. Words are generally recognized and Words are generally recognized and

understood at sight.understood at sight. Easy and enjoyable for the reader.Easy and enjoyable for the reader.

InstructionalInstructional

Material is not easy but still comfortable.Material is not easy but still comfortable. Students are comfortably challenged and will Students are comfortably challenged and will

benefit from instruction.benefit from instruction. Comprehension is good, but some help may be Comprehension is good, but some help may be

needed with some concepts.needed with some concepts. Silent reading is fairly rapid.Silent reading is fairly rapid. Some word analysis is usually necessary.Some word analysis is usually necessary. Oral reading is fairly smooth and accurate.Oral reading is fairly smooth and accurate. Occasional miscues occur during oral reading.Occasional miscues occur during oral reading.

FrustrationFrustration Material is too difficult to be read Material is too difficult to be read

successfully.successfully. Comprehension is poor with major ideas Comprehension is poor with major ideas

missed.missed. Both oral and silent reading are slow and Both oral and silent reading are slow and

labored.labored. Oral reading miscues are frequent.Oral reading miscues are frequent. Because of difficulty, this level is Because of difficulty, this level is frustratingfrustrating to a student. to a student.

This level should be avoided during This level should be avoided during instruction.instruction.

Word Recognition in IsolationWord Recognition in Isolation

Independent LevelIndependent Level– 90-100% accuracy90-100% accuracy

Instructional LevelInstructional Level– 70-85% accuracy70-85% accuracy

Frustration LevelFrustration Level– Below 70%Below 70%

Word Recognition in ContextWord Recognition in Context

IndependentIndependent– 97% or higher97% or higher

InstructionalInstructional– 90-96%90-96%

FrustrationFrustration– 90%90%

Reading and Listening Reading and Listening Comprehension LevelsComprehension Levels

IndependentIndependent– 90% or higher 90% or higher

Instructional Instructional – 70-90%70-90%

FrustrationFrustration– Below 70%Below 70%

Stages of LiteracyStages of LiteracyAll

Developing to Maturing

5%

Maturing8%

Early Emerging7%

Emerging18%

Emerging to Beginning

11%

Beginning13%

Beginning to Developing

17%

Developing10%

N/A11%

Pre-School, Pre-Kindergarten, & Kindergarten

Early Emerging39%

Emerging51%

Beginning10%

*23% of students assessed are in identified Special Needs classes.

First and Second Grade Students

Early Emerging10%

Emerging10%

Emerging to Beginning30%

Beginning30%

Beginning to Developing

20%

*50% of students assessed are in identified Special Needs classes.

Third - Fifth Grade Students

Emerging to Beginning23%

Beginning23%

Beginning to Developing

26%

Emerging12%

Developing8%

Developing to Maturing8%

*27% of students assessed are in identified Special Needs classes.

Stages of LiteracyMiddle School Students

Developing to Maturing11%

Developing19%

Beginning to Developing24%

Beginning19%

Emerging to Beginning11%

Emerging7%

Maturing9%

*12% of students assessed are in identified Special Needs classes.

High School Students

Emerging22%

Emerging to Beginning14%

Beginning5%

Beginning to Developing

19%

Developing14%

Developing to Maturing5%

Maturing21%

*40% of assessed HS students are in identif ied Special Needs classes.

**20 HS students w ere not assessed, and do not receive LA services on campus.

Walk in the FallWalk in the Fall

ItIt was fall. Pat went for a walk. was fall. Pat went for a walk. SheShe took took herher dog Sam. dog Sam. TheyThey liked to walk. liked to walk. TheyThey walked for a long time. walked for a long time. TheyThey saw saw trees. trees. SomeSome were red. were red. SomeSome were green. were green. TheyThey were pretty. Pat and Sam saw birds were pretty. Pat and Sam saw birds too. Sam did not run after too. Sam did not run after themthem. . HeHe was was nice.nice.

JOHNS' BASIC READING INVENTORY

Student Name: AA Form A - Assessment Date: Jan-04 Form B - Assessment Date: May-04From A - Evaluator: Huston/Stoner Form B - Evaluator: Stoner

Form A - NarrativeIndependentInstructionalFrustration

PP P 1 2 3 4 5 6 7 8

Form A - NarrativeIndependentInstructionalFrustration

PP P 1 2 3 4 5 6 7 8

Form B - NarrativeIndependentInstructionalFrustration

PP P 1 2 3 4 5 6 7 8Form B - NarrativeIndependentInstructionalFrustration

PP P 1 2 3 4 5 6 7 8

Word RecognitionIn

Isolation

Comprehension

Word RecognitionIn

Isolation

Comprehension

Johns’ Basic Reading InventoryJohns’ Basic Reading Inventory9QCC9QCC9th Grade QCC

0

2

4

6

8

10

12

14

RA RH MM WS

Student Names

Frustration

Instructional

Independent

Johns’ Basic Reading InventoryJohns’ Basic Reading Inventory9 Prep9 Prep

John's Basic Reading Inventory: Oral Reading Comprehension`

0

2

4

6

8

10

12

14

2002/Narrative 2003/Narrative 2004/Expository 2002/Narrative 2003/Narrative 2004/Expository

NM HW

Chris Robinson's Class

Frustration

Instructional

Independent

Johns’ Basic Reading InventoryJohns’ Basic Reading Inventory1111thth Grade QCC Grade QCC

0

2

4

6

8

10

12

2003/Narrative 2004/Narrative 2003/Narrative 2004/Narrative

SA KW

Frustration

Instructional

Independent