Week Three Warm-up Questions zWhat are the key differences between the “categorical” and “dimensional” models of identifying reading difficulties? zWhat are the components of the “Simple View of Reading” and how can this model of reading be used to differentiate poor readers?

Week Three Formal Assessment zWhat are the defining features of formal assessment? zFor what purpose(s) are formal assessments appropriate? zHow is the technical adequacy of formal measures determined?

Week Three Formal Assessment (cont’d) zDifferent types of formal assessment: survey vs. diagnostic tests. zFormal assessment measures of reading tend to over-estimate reading ability and skills. zFormal assessment as part of a comprehensive assessment of reading.

Week Three Conducting Initial Reading Assessment zStep #1: Administer Test of Listening Comprehension zStep #2: Administer Entry-Level Decoding Assessment (e.g., word lists) zStep #3: Administer Passage Decoding Assessment (e.g., words in context) zStep #4: Administer Test of Reading Comprehension

Week Three Using the QRI - 3 to Conduct Initial Reading Assessment zThe Word Lists zThe Passages zReadability Levels zNarrative and Expository

Week Three Finding reading levels zIndependent level zInstructional level zFrustration level

Week Three Criteria for reading levels z Independent zWord identification % zComprehension90% z Instructional zWord identification95%-90% zComprehension89 -70% z Frustration zWord identificationbelow 90% zComprehensionbelow 70%

Week Three Step #1: Administer Test of Listening Comprehension z Using the Qualitative Reading Inventory-3 (QRI-3), assess student’s prior knowledge, read passages to student, and determine listening level in familiar narrative text (70% instructional level).

Week Three Assessment of Prior Knowledge zThe QRT-3 provides two methods of assessing prior knowledge: conceptual questions and predictions. zStudents may be assessed in both areas to determine his/her familiarity with the topic.

Week Three Conceptual-Questions zEach question is scored according to a system, where 3 is the best score. zInterpretation: students who score at least 55% of the points possible on the concept task, have sufficient background knowledge to comprehend passage

Week Three Prediction Task z“Given that the title of the passage is ______, and it includes the ideas _____, ______, and ______, what do you think the passage will be about? I want you to take a guess or make a prediction about what you think the passage will be about.” zInterpretation is qualitative.

Week Three Practice Listening Test zAsk Concept Questions zAsk for a Prediction zRead passage (Amelia Earhart) zAsk Comprehension questions zScore responses

Week Three Step #2 Administer Entry-Level Decoding Assessment(e.g., word lists) zEstimate starting point for passages zEstimate automatic word identification zEstimate knowledge of letter-sound correspondences zAnalyze differences between word identification in isolation and in context

Week Three Instructions to the student z“I have some lists of words that I want you to read one at a time. Some of the words will be easy for you, and some I expect to be very hard. Don’t worry. You are not expected to know all of them. If you don’t know a word right away, try to figure it out. I cannot help you in any way, and I cannot tell you whether you are right or wrong. Just do your very best. Are you ready?” (page 39)

Week Three Practice Word Lists zPresent lists of words zScore as Identified Automatically or as Identified zTotal Automatic and Identified zDetermine level for word identification

Week Three Criteria for word lists

Week Three Steps #3 and #4: Administer Passages zBegin with the highest independent or lowest instructional level from word lists zFind the instructional level in familiar text

Week Three Step #3: Administer Passage Decoding Assessment (e.g., words in context) zCriteria for Levels zIndependent % zInstructional95% - 90% zFrustrationbelow 90%

Week Three Step #4: Administer Test of Reading Comprehension zCriteria for Levels zIndependent % zInstructional89% - 70% zFrustrationbelow 70%

Week Three Practice reading passages zDetermine familiarity zMark miscues zAsk comprehension questions zScore responses

Week Three Counting Miscues zTotal Accuracy yInsertions yOmissions ySubstitutions yReversals ySelf-corrections

Week Three Counting Miscues zTotal Acceptability yInsertions yOmissions ySubstitutions

Week Three QRI - 3 Results zListening Comprehension - zWord Lists - zWords in context - zAccuracy - zAcceptability - zReading Comprehension -

Week Three Application of the Simple View zListening Comprehension = “C” zWord Lists = “D” zPassage Reading = “R”