Diagnostic Assessments of Reading (DAR) Fairlawn Elementary Community School

Diagnose reading achievements at all levels with one kit (Kg – Adult) Identify areas of difficulty for struggling readers in 40 minutes or less Assess all five components of Reading: Phonemic Awareness Phonics Vocabulary Fluency Comprehension Benefits

Nine Tests: Print Awareness Phonological Awareness Letters and Sounds Word Recognition Word Analysis Oral Reading Accuracy and Fluency Silent Reading Comprehension Spelling Word Meaning Details

If unable to handle a particular test Move on quickly to the next test Except during the Print Awareness test Put student at ease by talking informally for a brief time Suggestions on page 6 – “Establishing Rapport with Students” Kg and 1 st – don’t push They must feel success at some level Working with Elementary Students

Materials Needed for DAR DAR TestStudent MaterialsTeacher Materials Print AwarenessStudent BookResponse Record Phonological AwarenessTwo Pens or PencilsResponse Record Letters and SoundsStudent Book, Paper, Pencil Response Record Word RecognitionStudent BookResponse Record Oral ReadingStudent BookResponse Record Silent Reading Comprehension Student Book, PaperResponse Record Word Meaning-Response Record

Oral Vocabulary Test Score on level (or higher) – sufficient ability to function on level Reading problem for many years – score may be low Low score – result of not reading (vocabulary development) Word Meaning

Word Recognition – read words Print Awareness – printed word Phonological Awareness – sounds that make up words Letters and Sounds, Word Analysis, & Spelling – letter-sound correspondence Oral Reading – fluency, word meanings, and comprehension Word Recognition, Print Awareness, Phonological Awareness, Letters and Sounds, Word Analysis, Oral Reading, & Spelling

Score is based on: Basic word recognition Analysis Background knowledge Language Cognitive development Silent Reading Comprehension

No set time limits Approximately 40 minutes per student Designed for quick administration Maintain a brisk pace Administered and scored simultaneously Time Requirements and Pace

Classroom Teachers Reading Coach Special Education Teachers Paraprofessionals Personnel Requirements

Script in Response Record is in colored boldface type. Procedures

1. A correct response to a question is indicated with a check mark (  ). 2. An incorrect response is recorded verbatim. Self-corrected errors are enclosed in parenthesis ( ) and checked. 3. A line through a question indicates the student did not try that question. Recording and Scoring

Print Awareness Record and score the student’s responses for the Print Awareness test in the Response Record 1.Place a check (  ) next to each task the student completes correctly. Example:  1. Finds correct page. (correct) 2.Draw a line through any task the student does not try. Example: 5. Distinguishes letters from words. (task not attempted) 3.Add up the checks and enter the TOTAL SCORE. 4.If the student achieves mastery, enter plus (+) on the DAR Interpretive Profile at the end of the Response Record. If the student does not achieve mastery, enter N.

Phonological Awareness Record and score the student’s responses for these subtests in the Response Record Rhyming Words 1.Place a check (  ) next to each task the student completes correctly. Example: sun…fun  (same) (correct) 2.Draw a line through any task the student does not try. Example: bag…sip (different) (words not attempted 3.Add up the checks and enter the SUBTEST SCORE. 4.If the student achieves mastery, enter plus (+) on the DAR Interpretive Profile at the end of the Response Record. If the student does not achieve mastery, enter N.

Phonological Awareness Record and score the student’s responses for these subtests in the Response Record Segmenting Words 1.Place a check (  ) next to each task the student completes correctly. Example: doctor 2 syllables  (same) (correct) 2.Record incorrect responses in the space provided. Enclose self-corrected errors in parentheses ( ) and check. Example: principal 3 syllables (2)  (Student tapped 2 syllables and then self-corrected.) 3.Draw a line through any word the student does not try. Example: chalk1 syllable (word not attempted) 4.Add up the checks and enter the SUBTEST SCORE. 5.If the student achieves mastery, enter plus (+) on the DAR Interpretive Profile at the end of the Response Record. If the student does not achieve mastery, enter N.

Phonological Awareness Record and score the student’s responses for these subtests in the Response Record Hearing Initial Consonant Sounds / Hearing Final Consonant Sounds 1.Place a check (  ) next to each task the student completes correctly. Example: sum /s/  (correct) Example: bus/s/  (correct) 2.Record incorrect responses in the space provided. Enclose self-corrected errors in parentheses ( ) and check. Example: miss /m/ (/n/)  (student said /n/ and then self-corrected) Example: him/m/ (/t/)  (student said /t/ and then self-corrected) 3.Draw a line through any word the student does not try. Example: farm /s/ (sound not attempted)

Phonological Awareness Record and score the student’s responses for these subtests in the Response Record Auditory Blending 1.Place a check (  ) next to each task the student completes correctly. Example: /s/…/o/ /so/  (correct) 2.Record incorrect responses in the space provided. Enclose self-corrected errors in parentheses ( ) and check. Example: /b/…/e/ /be/ (/he/)  (student said he and then self- corrected) 3.Draw a line through any word the student does not try. Example: /j/…/o/…/b/ /job/ (word not attempted)

Letters and Sounds Record and score the student’s responses for these subtests in the Response Record 1.Place a check (  ) next to each task the student completes correctly. Example: S  (correct) 2.Record incorrect responses in the space provided. Enclose self-corrected errors in parentheses ( ) and check. Example: R (T)  (student said T and then self-corrected) 3.Draw a line through any word the student does not try. Example: G (word not attempted)

Letters and Sounds Record and score the student’s responses for these subtests in the Response Record 1.Place a check (  ) next to each task the student completes correctly. Example: S  (correct) 2.Record incorrect responses in the space provided. Enclose self-corrected errors in parentheses ( ) and check. Example: R (T)  (student said T and then self-corrected) 3.Draw a line through any word the student does not try. Example: G (word not attempted)

DAR Interpretive Profile Print Awareness +. Phonological Awareness Rhyming Words Segmenting Words Hearing Initial Consonant Sounds Hearing Final Consonant Sounds Auditory Blending +. N. +. N. +. Letters and Sounds Naming Capital Letters Naming Lowercase Letters Matching Letters Matching Words Writing Words N.

Word Recognition Record and score the student’s responses for this test in the Response Record 1.Place a check (  ) next to each task the student completes correctly. Example: treasure  (correct) 2.Record incorrect responses in the space provided. Enclose self-corrected errors in parentheses ( ) and check. Example: distance (dance)  (student said T and then self-corrected) 3.Draw a line through any word the student does not try. Example: certain (word not attempted)

Word Analysis s  p  m n f  k  n  t k d  v  c ___ (hard)  (soft)

Oral Reading 1.One day I went for (student said want for went) 2.…a walk in the big woods (student said forest for woods) 3.I took my dog Pal with me. (student omitted my) 4.Soon it began to rain. (student said be and hesitated for more than five seconds; teacher supplied the word. 5.I got lost. (student inserted very between got and lost) 6.Soon it began to (rain). (student said ran and then self- corrected – no error) Word endings – such as –s, -ed, and –ing, are not counted as errors.

Write Number of Errors or Complete Optional Scoring Error Analysis: Mispronunciations or substitutions 2 Omissions1 Words Supplied1 Insertions1 Total Errors: 5

Oral Reading Fluency Based on Approximate Ranges GradeRange 2 nd 50 – 90 3 rd 80 – th – 5 th 100 – th and above

Silent Reading Comprehension Levels 1-2 and 2 Student reads the story Write the student’s oral response as close to verbatim as possible Score the oral response Good Response Fair Response Poor Response

Silent Reading Comprehension Levels 3-11/12 Student reads the story Write the student’s oral response as close to verbatim as possible Score the oral response Good Response Fair Response Poor Response Student answers questions – record answers

Spelling me , Throw the ball to me. we . We are good friends. ran . We ran all the way home. look. Look before crossing the street. play. Let’s play in the sand.

Word Meaning Read words to student Student tells meaning Follow directions if wrong or correct (page 49 of Response Record See page 25 of Teacher’s Guide for acceptable responses.

Question and Answer Period