Case Study Phase One Ann Morrison, Ph.D.

Identify a Willing Student  Work with the cooperating teacher at your field placement to determine a willing student who might benefit from some one-on-one tutoring.  Meet the student, visit with them and find some time to read a book together.  As you read with the student, listen to and watch the student. What does the student do well? What does the student struggle with?  The answers to these questions will guide you in deciding which assessments to use. 8/21/2015Ann Morrison, Ph.D. 2

Select and Administer Assessments  Based on your initial meeting with your student, identify 3- 4 assessments that you believe will help you identify instruction that is in the child’s Zone of Proximal Development. Don’t use tests you think will be too hard or too easy, use those that you expect the child will get some of the items correct and some incorrect. 8/21/2015Ann Morrison, Ph.D. 3

Notes on Assessment Tools  Informal versus formal assessments  Formal assessments have been used on thousands of students and norm tables have been created, allowing the examiner to determine a child’s achievement level based on his or her score.  Informal assessments have not been normed  Fluency versus regular tests  Fluency tests are timed. Regular tests are not. 8/21/2015Ann Morrison, Ph.D. 4

Before Testing  Read through the instructions for the test  Develop rapport with the child before you begin  This coming week: Practice giving the test to another person or your dog 8/21/2015Ann Morrison, Ph.D. 5

During Testing  Sit side-by-side or at right angles from each other  Keep the scoring sheet where the student can’t see it  Avoid using encouraging words after each answer. Instead, praise the student for their effort after the entire test.  If you see your student becoming frustrated, discontinue testing and note what you observed and how you responded. If your student is able to continue the test on another day, go ahead and do that. If not, just use the assessment data you were able to get. 8/21/2015Ann Morrison, Ph.D. 6

After Testing  Go through all of the paper you have collected. Make sure all of the answers are filled in, all of the notes make sense, and double check scores.  Record your impressions or observations of the student while they were testing. Did they appear enthusiastic or reluctant? Did they appear tired or hungry?  Record any abnormalities in testing such as a disruption, an error in administration, etc. 8/21/2015Ann Morrison, Ph.D. 7

Background Information: only use what is voluntarily provided to you by the student or teacher. Always qualify information by writing “teacher reports that ___ or student stated that ___” Never include any information that could identify the student or that shouldn’t ethically be shared 8/21/2015Ann Morrison, Ph.D. 8

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 If you make an error in the assessment process, describe the error and conduct the test with the same error in the post-instruction assessment.  Record the assessment and observation data in the appropriate part of the template, and then delete rows indicated for the assessments you did not administer. Pre-Instruction Assessment Data 8/21/2015Ann Morrison, Ph.D. 10

Test of Letter Naming  Untimed  Includes every letter, uppercase and lowercase  Student materials: sheet of letters  If student pauses for about 5 seconds say “go ahead with the next one” and mark the one he/she skipped as incorrect  If the student gives a letter sound, say “that is a letter sound, can you tell me the name of the letter?”  Discontinue if the child gets frustrated 8/21/2015Ann Morrison, Ph.D. 11

Test of Name Writing Student materials: Lined paper 8/21/2015Ann Morrison, Ph.D. 12

Test of Initial Sounds  Done orally  “What’s the first sound you hear in the word ___”  Student materials: none  Error correction: if a student says the name of the letter instead of the sound the letter makes, say “that is the name of a letter, can you tell me what sound you hear at the beginning of the word?”  Discontinue if the child misses three of the first five prompts or gets frustrated 8/21/2015Ann Morrison, Ph.D. 13

Test of Receptive Rhyming  Done orally  Student materials: none  “Does ___ rhyme with ____?”  Discontinue if the child misses three of the first five prompts or gets frustrated 8/21/2015Ann Morrison, Ph.D. 14

Test of Expressive Rhyming  Done orally  Student materials: none  “What is a word that rhymes with ___?”  Discontinue if the child misses three of the first five prompts or gets frustrated 8/21/2015Ann Morrison, Ph.D. 15

Test of Phoneme Segmentation  Done orally  Student materials: none  “What sounds do you hear in the word ___?”  If the child pauses for more than five seconds, prompt them to move to the next word  Discontinue if the student gets frustrated 8/21/2015Ann Morrison, Ph.D. 16

Test of Letter Sounds  Untimed  Includes every letter, uppercase and lowercase  Student materials: sheet of letters  If student pauses for about 5 seconds say “go ahead with the next one” and mark the one he/she skipped as incorrect  If the student gives a letter name, say “that is a letter name, can you tell me the sound of the letter?”  Discontinue if the child gets frustrated 8/21/2015Ann Morrison, Ph.D. 17

Test of Word Reading  Untimed  Student materials: list of words  “Can you read this word for me?”  Discontinue when the student misses five consecutive words or becomes frustrated  If the child pauses for more than five seconds, prompt them to move to the next word 8/21/2015Ann Morrison, Ph.D. 18

Nonword Reading Test  Untimed  Student materials: list of nonwords  “I would like to hear you read some words that aren’t real words. Please start here.”  Discontinue after the child misses five consecutive words or becomes frustrated  If the child pauses for more than five seconds, prompt them to move to the next word 8/21/2015Ann Morrison, Ph.D. 19

Primary Spelling Inventory  Use this assessment to get a clearer idea of what combinations of letters students are struggling with, both in reading and spelling (because they go together)  This assessment is in the Bear et al. text 8/21/2015Ann Morrison, Ph.D. 20

List of 44 Phonemes  Not a test  Provided to help you discern phonemes while assessing 8/21/2015Ann Morrison, Ph.D. 21

Language Comprehension  Untimed  Student materials: picture. Show in color.  “I am going to show you a picture. I want you to tell me everything you can about the picture”  Score based on whether the child addresses any of the following: what, size, color, number, shape, where, when, movement, mood, sound, background, perspective 8/21/2015Ann Morrison, Ph.D. 22

Oral Reading Fluency  Timed  Student materials: passage  The passages are divided by grade level, but use the grade level you believe is in the child’s ZPD based on your reading with the child  Discontinue after 1 minute  Scoring: count the number of words read correctly in 1 minute then calculate percentile using the Hasbrouck and Tindal ORF chart 8/21/2015Ann Morrison, Ph.D. 23

Oral Retell  Untimed  Student materials: none. Take passage away.  Decide for yourself correct answers before administration 8/21/2015Ann Morrison, Ph.D. 24

After Assessment…What’s Next?  Write up your results  Begin developing lessons based on your student’s assessment results 8/21/2015Ann Morrison, Ph.D. 25

Write Up Your Results 8/21/2015Ann Morrison, Ph.D. 26

Example of Good Score Report 8/21/2015Ann Morrison, Ph.D. 27

Score Report, cont. 8/21/2015Ann Morrison, Ph.D. 28

Score Report, cont. 8/21/2015Ann Morrison, Ph.D. 29

Pre-Instruction Assessment Analysis 8/21/2015Ann Morrison, Ph.D. 30

Relative Strengths 8/21/2015Ann Morrison, Ph.D. 31

Relative Needs 8/21/2015Ann Morrison, Ph.D. 32

Goal and Plan for Instruction 8/21/2015Ann Morrison, Ph.D. 33

Case Study Phase One Rubric 8/21/2015Ann Morrison, Ph.D. 34

Example: Relative Strengths  Nick’s reading fluency appears to be average. His score of 23 correct words on the DIBELS Oral Reading Fluency (DORF) places him in 50 th percentile amongst the students in his grade level. Based on his DORF score, his reading pace is slower than 50% of the students in his grade level, and I believe his persistence with self-correcting 3 of the words affected his speed. In the context of the story, Nick used multiple decoding strategies to correct the mispronounced words. This suggests strong comprehension and the ability to detect non-words.  Data from the oral retell supports strong comprehension ability. While he scored few words (16) on the oral retell passage that he read as compared to the passage I read (53), he was able to fully retell the details from those few sentences. His score of 53 on the passage I read indicates stronger comprehension when being read to; he conveyed the main point and included details. One possibility for the lower score on the first retell is the fact that he read fewer words. 8/21/2015Ann Morrison, Ph.D. 35

Example: Relative Needs  From classroom observations, Nick tends to be slow to initiate work when given several choices; for example, he seems to require additional processing when deciding writing topics. Even after instruction and many examples on how to choose a story topic, he was unable to pick one from his self-generated list. He made a decision after I narrowed the options down to two, which took a considerable amount of time.  His attention to a task noticeably wanes around 10 minutes or less: During a one-on-one phonics activity with me, he lost complete track of a repetitive task around the 10-minute mark.  *Nick scored 64% accuracy on the Word Reading assessment and displayed an error pattern with pronouncing the /a/ vowel. He used a short vowel sound for the vowel digraph /ai/ and for a word with a silent- e. This suggests that he is unfamiliar with rules that create long vowel sounds. 8/21/2015Ann Morrison, Ph.D. 36

Example: Relative Needs, cont.  He demonstrates the ability to place events in logical order, but tends to forget his plan after a period of time. When working with him on planning for a picture book, he was able to verbally convey the images he intended to use for each section. However, upon checking his progress he had completely left out a few important pictures and was unable to recall the original plan. His loss of attention during this activity and those mentioned above makes me question his ability to retain and recall information after a longer period of time. This may be an imprinting issue that possibly might not show on the oral tell assessment because it requires story recall immediately after reading or hearing the passage. 8/21/2015Ann Morrison, Ph.D. 37

Example: Goal for Instruction  Based on the vowel error pattern displayed in the Word Reading assessment, both the teacher and I believe that he needs intervention with all vowel sounds and the rules that create long vowel sounds. The goal for instruction is to increase his ability to quickly and accurately pronounce vowel sounds within words in a list format and within passage words to improve his reading fluency. 8/21/2015Ann Morrison, Ph.D. 38