Reading Screenings For SLD Qualification Instructor: Robert Frantum-Allen Course: Assessment of Special Needs

Objective The participants will be able to collect screening data on reading to assist in building a body of evidence and to determine the focus for intervention to determine if a study qualifies for a reading SLD.

DPS Framework Overview for Effective Teaching Connections I.6 Provides differentiation that addresses student’s instructional needs and supports mastery of content/language objectives(s)

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Screeners Diagnostic Screeners- A series of short tests that when combined (body of evidence) give you an idea of what is happening. Rosner, PA inventory, spelling, core phonics, RAN, ORF, STAR Screeners to determine risk- Academic or behavior thermometers that are broad measures of health – most can be used as a part of a body of evidence in making diagnostic decisions ORF

Why Screen? 1. Determine risk- 2.To drive your instruction (General education, differentiation) 3. To determine the intervention (RTI) 4. To develop your specially designed instruction if eligible for Special Education

Spelling Inventory Hints at basic reading/writing skill concerns, phonological processing, orthographic processing, processing speed, and working memory

Is this skill necessary? Let’s look at the State Reading Standards Grade Level Expectation 5th grade: Knowledge of Morphology and word relationships matters when reading -uses combined knowledge of all letter-sound correspondences, syllabication patters, and morphology to ready accurately unfamiliar multisyllable words in context and out of context 4th grade: Knowledge of complex orthography, morphology and word relationships to decode multisyllabic word contributes to better reading skills 3rd grade: Increasing word understanding, word use, and word relationships increases vocabulary -knows and applies grade-level phonics and word analysis skills in decoding words 2nd grade: Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology Indicate in this section that decoding and encoding are both necessary skills to master word level reading. Students who can encode more and likely can decode. Encoding involves knowledge or spelling patterns which is necessary for accurate decoding.

MAJOR Psychological Processors that influence the decoding/encoding aspects of language Orthographic Processing Phonological Processing Processing Speed Working Memory Executive Function Short Term Memory

Analysis of Spelling Errors Spelling errors are a rich source of information about language processing (Masterson and Apel, 2000) Substitution, omitting or changing the order of sounds in a word Weak phonological skills Strong phonological awareness and having trouble remembering letter and letter patterns. Weak orthographic skills Lacks stable spelling in multiple syllable or multiple morpheme words Weak morphological and/or syllable skills Masterson, J., and Apel, K. (2000) Spelling assessment: charting a path to optimal intervention. Topics in Language Disorders, 20(3), 50-66

Grading a Spelling Inventory Clues about their psychological processing ability and/or instruction received -Emergent to Letter name- possible phonological/orthographic processing errors -Syllable and Affixes and Derivational Relations might hint at lack of morphological and syllable knowledge and might indicate a masked phonological/orthographical processing errors What is their stage of spelling development? -Emergent (Grade pre-k to middle of 1) -Letter Name (Grade K to middle of 2) -Within Word Pattern (Grade 1 to middle of 4) -Syllables and Affixes (Grade 3-8) -Derivational Relations (Grade 5-12) Clues about their psychological processing ability and/or instruction received -After 3rd grade, if more than 50% of the errors are phonological in nature then there might be a possible phonological processing concerns -After 3rd grade, if more than 50% of the errors are orthogprahic with few phonological errors then possible orthographic processing or lack of instruction in spelling -If morpheme spelling are inconsistent then possible lack of instruction in morphology 2. Error Analysis to determine the number of phonological (disphonetic) and/or orthographic errors. -1-3rd grade phonological and orthographic errors are expected based on the instruction and experience of this age group -After 3rd grade phonological errors should be greatly reduced

Directions give the screeners just like you give a spelling test, however students do not study the words. say the words two times clearly, without emphasis on a particular sounds or syllable you do not need to use them in a sentence (we are not looking at their word context skills, just their phonological/orthographic, syllable and morphological skills) if it looks like a student is stuck at a level, consider stopping but make sure you have enough words to analyze for phonological or orthographic erros.

Determine the Stage of Spelling Development This puts him at the letter name-early stage for each correct feature -Circle the incorrect feature -total only the words asked to spell Final consonant is mostly right Began to make mistakes with short vowels What was the latest skill they got mostly right? When did they start to miss the critical feature?

What stage is this child at?

Determining the type of errors Spelling Word Phonoloigcal Orthographic Sal Sell Les Less Forck Fork Sip Slip smop Shop Cond Coin Flot Float Driv Drive Spoon spon

Examples Alan 3rd Grade

What does Alan’s spelling inventory tell us… Most of his errors are orthographic- he doesn’t have a phonological processing problems The type of orthographic errors are expected for his grade level based on what is expected for 3rd grade according to the state standards He needs instruction on long vowel spellings, variant vowels, inflectional morphemes and unaccented final syllables

Jean 5th Grade

What does Jean’s spelling inventory tell us For a 5th grader Jean has a profound phonological processing disorder, which is why she is not able to connect phonemes and graphemes She cannot distinguish long and short vowel sounds and spelling She might be lacking some instruction beyond the 26 letters of the alphabet, needs instruction in digraphs and vowel teams Relative strength with consonant blends

Rosner Test of Auditory Analysis Blevins Phonological Awareness Inventory Hints at Working Memory and Phonological Processing

Is this skill necessary? Let’s look at the State Reading Standards Grade Level Expectation K grade: Decoding words in print requires alphabetic recognition and knowledge of letter sounds -Demonstrates an understanding of spoken words, syllables and sounds (phonemes) -Recognizes and produces rhyming words Sounds, pronounce, lend and segment syllables in spoken words Add or substitute individual sounds in simple, one-syllable words Indicate in this section that decoding and encoding are both necessary skills to master word level reading. Students who can encode more and likely can decode. Encoding involves knowledge or spelling patterns which is necessary for accurate decoding.

Phonological Processing MAJOR Psychological Processors that influence the decoding/encoding aspects of language Phonological Processing Processing Speed Working Memory Executive Function Short Term Memory sound loop

Follow the directions on the sheet Follow the directions on the sheet. Count the total number of correct responses (don’t count samples A and B). Determine the grade level of functioning. Any student beyond 3rd grade level is at risk for possible phonological processing difficulty.

Follow the directions on the sheet Follow the directions on the sheet. You will need pictures for the oddity task. With the CCSS, students are receiving instruction in phonological awareness. This good instruction can sometimes mask an underlining phonological processing disorder when they are asked to do more cognitively demanding tasks such as reading multiple syllable words.

Alphabetic Principle Hints at orthographic and phonological processing, morphological awareness, working memory and processing speed.

Is this skill necessary? Let’s look at the State Reading Standards Grade Level Expectation 5th grade: Knowledge of Morphology and word relationships matters when reading -uses combined knowledge of all letter-sound correspondences, syllabication patters, and morphology to ready accurately unfamiliar multisyllable words in context and out of context 4th grade: Knowledge of complex orthography, morphology and word relationships to decode multisyllabic word contributes to better reading skills 3rd grade: Increasing word understanding, word use, and word relationships increases vocabulary -knows and applies grade-level phonics and word analysis skills in decoding words 2nd grade: Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology Indicate in this section that decoding and encoding are both necessary skills to master word level reading. Students who can encode more and likely can decode. Encoding involves knowledge or spelling patterns which is necessary for accurate decoding.

MAJOR Psychological Processors that influence the decoding/encoding aspects of language Orthographic Processing Phonological Processing Processing Speed Working Memory Executive Function Short Term Memory

Follow the directions on the test Follow the directions on the test. Instructions indicate if the skill is of a concern if not 100% mastered. Look for a correlation between this test and the spelling inventory. They should match up pretty closely.

Follow the directions on the test Follow the directions on the test. Give this only to 4th grade and above. 4th grade is when morphological skill development is taught according to the CCSS. Look for a correlation between this test and the spelling inventory if you were able to spell words in the syllable, affixes and the derivational relations stages. They should match up pretty closely.

Interpreting the basic reading skills body of evidence

Informal assessments that suggest a Phonological or Orthographic Processing Disorder Phonological Processing Core Phonics and LETRS Morphologic Survey Words their Way Spelling Inventory Blevins PA Assessment Rosner Alphabetic Knowledge Determine Orthographic vs Phonological errors

Interpreting Assessments to determine possible phonologic and orthographic processing disorders Struggles with segmenting, blending and manipulation High number of phonological errors on a spelling test Cannot read non-sense words and multiple syllable words More and likely has a phonological processing disorder

Targeted Assessment If you suspect phonological awareness based on the screeners and after you have done an intervention and progress monitoring then do one of the following CTOPP Phonological Awareness and Phonological Memory Subtests WIAT III Early Reading Skills Subtest WJ III Sound Awareness Subtest

Targeted Assessment If you suspect Orthographic deficit based on the screeners and after you have done an intervention and progress monitoring then do one of the following WIST (Sound-Symbol Subtest, Spelling Subtests) WIAT III Pseudoword Decoding Subtest WJ III Word Attack Subtest

Intervention Phonological Direct, explicit, systematic, multisensory , mastery based instruction Content: phonology- speech sounds, rhyme, blending, segmenting and manipulation. Orthographic Content: Phonics- phoneme grapheme, spelling, syllable types, morphology

Fluency Measures Hints at processing speed, orthographic and phonological processing, and working memory

Is this skill necessary? Let’s look at the State Reading Standards Grade Level Expectation 4th grade: Comprehension and fluency matter when reading literary, informational and persuasive text in a fluent way Use range of reading and complexity of text to read familiar text orally with fluency, accuracy, and prosody. 3rd grade: Fluent reading depends on specific skills and approaches to understanding strategies when reading literary and informational text 2nd grade: Fluent reading depends on specific skills and approaches to understanding strategies when reading literary and informational text Read with sufficient accuracy and fluency to support comprehension Reading grade level text orally with accuracy, appropriate rate, and expression 1st Grade: Comprehending and fluency reading a variety of text are beging traits of readers Indicate in this section that decoding and encoding are both necessary skills to master word level reading. Students who can encode more and likely can decode. Encoding involves knowledge or spelling patterns which is necessary for accurate decoding.

Have the child name the colors on each page (two pages) Have the child name the colors on each page (two pages). Use a stopwatch to calculate the time it takes for them to name the colors. Add the RAN 1 and RAN 2 to determine a score.

RAN Norms Have the child name the colors on each page. Use a stopwatch to calculate the time it takes for them to name the colors. Add the RAN 1 and RAN 2 to determine a score. Total number of seconds Grade level >111 < K 111-95 K 84-76 1st grade 75-67 2nd grade 66-64 3rd grade 63-59 4th grade 58-52 5th grade 51-49 6th grade 48-46 7th grade 45-40 8th grade <40 9th grade +

Student reads a one minute passage at grade level and at instructional level. -Looks at accuracy and speed -Hints at processing speed, orthographic/phonological processing -Highly correlated to reading comprehension (correlation NOT causation)

Sight words assessment and general idea of reading grade level

Ability to rapidly name the most common words.

Interpreting the reading fluency skills body of evidence

Informal assessments that suggest a Naming Speed Processing Disorder ORF Fry Sight Words/San Diego Quick RAN Speed Accuracy Rapidly reads the words with out decoding Color or object naming Independent of words

Interpreting Assessments to determine possible processing speed issues FAST and INACCURATE: -Possible decoding issues and misplaced in a reading fluency intervention FAST and ACCURATE: -expected outcome for a child with good reading skills ORF/FRY Sight Words SLOW and INACCURATE: -Possible processing speed issues and decoding issues (dual deficit) SLOW and ACCURATE: -Possible processing speed issues Below norm: possible processing speed Rapid Automatic Naming of NON –Words

Targeted Assessment If you suspect Reading Fluency deficit based on the screeners and after you have done an intervention and progress monitoring then do one of the following CTOPP Rapid Naming Subtests TOWER TOSWRF GORT Fluency Subtests WIAT III Oral Reading Fluency WJ III Reading Fluency Subtest

Processing Speed Repeated Readings Fluency Drills Echo Reading Intervention Processing Speed Repeated Readings Fluency Drills Echo Reading

Language Comprehension Hints at oral language processing and reasoning

Is this skill necessary? Let’s look at the State Reading Standards Isn’t reading comprehension the ultimate goal? Grade Level Expectation 12th grade: Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Analyze how an author’s choice concerning how to structure specific parts of the text contribute it is overall structure and meaning as well as aesthetic impact. Indicate in this section that decoding and encoding are both necessary skills to master word level reading. Students who can encode more and likely can decode. Encoding involves knowledge or spelling patterns which is necessary for accurate decoding.

MAJOR Psychological Processors that influence the decoding/encoding aspects of language Oral Language Processing Word Meaning Memory Word Context Processing Imagery- mental model Working Memory Executive Function Short Term Memory

Broad oral language measures -student generates the opposite word -has grade level norms

Interpreting the language comprehension body of evidence

Informal assessments that suggest a Language Comprehension Disorder Reading Level Critchlaw Verbal Language Scales or Speech Language Assessment Core Written Vocabulary Screener DRA or SRI Relative level compared to grade peers Oral Comprehension Ability Comprehension of Written Comprehension

Interpreting Assessments to determine possible language comprehension concerns the root cause of reading comprehension is likely due to another processing disorder. the child has reached target for oral language skill development then If

Targeted Assessment If you suspect vocabulary deficit based on the screeners and after you have done an intervention and progress monitoring then do one of the following Peabody Picture Vocabulary Test (SLP only) Expressive One Word Vocabulary Test (SLP only) Receptive One Word Vocabulary Test (SLP only) WJ III Reading Vocabulary Subtest

Targeted Assessment If you suspect reading passage comprehension deficit based on the screeners and after you have done an intervention and progress monitoring then do one of the following WIAT III Reading Comprehension Subtest Nelson-Denny TORC GORT WJ III Passage Comprehension Subtest

Language Comprehension Intervention Vocabulary Direct instruction in vocabulary Books on tape Language Comprehension Guided Reading

Phonological Awareness (Blevins, Rosner and Words their Way) Alphabetic Principle (Core Phonics, Words their Way, LETRS Morphological Awareness) Case Study for Morphology: recommended # of phoneme errors on spelling test: 8/22 Name: Andy Letter names and sounds: 52/52 Short vowels:: 5/6 Consonant Blends with short vowels: Short vowels, digraphs, and trigraph: 10/12 R-Controlled vowels: 2/6 Long vowels spellings: 0/6 Variant Vowels: 1/6 Low frequency vowel and consonant spellings Multisyllabic words: recommended Rosner Auditory Analysis: 1st Grade level Rhyme: 3/3 Oral Blending:4/5 Oral Segmentation: syllables 0/6 Phonemic Manipulation Delete 4/4 # of Orthographic errors on spelling: 14/22 ORF Rate: 7 wpm Reading Level: DRA SRI- O, DRA 10 ORF Accuracy: 12 errors Oral Language Vocabulary: Picture 7th grade Color naming RAN: 2nd grade Site Words: 85/100 Reading Vocabulary: recommended Other: 6th Grade SLD Basic, Fluency, Comprehension, Calculation and problem Solving English, attention issues; skater attitude and approach to life; history of reading problems in the family; parents always looking for magic cures; spend with dad rummaging dumps for treasures Vocabulary and Comprehension (DRA/SRI and Critchlaw) Fluency (ORF, Fry and RAN)

Questions