ASSESSING READING: MULTIPLE MEASURES
A S S E S S I N GR E A D I N G :M U L T I P L EM E A S U R E S
C O R EL I T E R A C YL I B R A R YAssessing ReadingMultiple MeasuresR E V I S E DS E C O N DE D I T I O NEdited by Linda Diamondand B. J. Thorsnes Oakland CaliforniaArena PressNovato California
Arena PressA Division of Academic Therapy Publications Leveroni CourtNovato, California - - - www.AcademicTherapy.comConsortium on Reaching Excellence in Education, Inc. (CORE) Clay Street, Suite Oakland, California - - www.corelearn.comCopyright by Consortium on Reaching Excellence inEducation, Inc. (CORE). All rights reserved.This publication contains copyrighted material. Purchasersof Assessing Reading: Multiple Measures are granted permission to reproduce pages for classroom use where permissionhas been stated. However, no part of this publication may bestored in a retrieval system, transmitted, or posted onlineeither for public or internal use, in any form or by any means,electronic, mechanical photocopying, scanning, recording, orotherwise, without prior written permission from CORE.For permission requests, contact msimmons@corelearn.com.ISBN: - - - - Print Number: Library of Congress Control Number: CREDITSEditorial: Linda Gutlohn, Shelle EptonContributors: Orna Lenchner, Jacalyn Mahler,Michael MiloneBook Design: Lucy NielsenACKNOWLEDGMENTSFor each of the following selections, grateful acknowledgment is made for permission to adapt and/or reprint originalor copyrighted material.Academic Therapy Publications: “Critchlow Spanish VerbalLanguage Scales” excerpted from Dos Amigos Verbal LanguageScales by Donald E. Critchlow. Copyright by AcademicTherapy Publications. All rights reserved. Reprinted bypermission of the publisher.Kenneth W. Howell: “MASI-R Oral Reading Fluency Measures” passages excerpted from Multi-Level Academic SkillsInventory, Revised by K.W. Howell, M. K. Hosp, J. L. Hosp,and M. K. Morehead. Copyright by Kenneth W.Howell. All rights reserved. Reprinted by permission of theauthor.International Dyslexia Association: “Assessment-DrivenInstruction: A Systems Approach” by Linda Diamond inPerspectives, Fall , pages ‒ . Copyright bythe International Dyslexia Association. All rights reserved.Reprinted by permission of the publisher.International Reading Association: “San Diego QuickAssessment of Reading Ability” excerpted from “The GradedWord List: Quick Gauge of Reading Ability” by MargaretLa Pray and Ramon Ross in Journal of Reading, Vol. ,No. , January . Copyright by M. H. La Pray and theInternational Reading Association. All rights reserved.Reprinted by permission of the publisher.
CO N T E N TSIntroduction to Assessing Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . Effective Reading Assessment Systems. . . . . . . . . . . . . . . . . . . . . . . . . . . Types of Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assessment Sequence for Students in Kindergarten–Grade 3 . . . . . . . . . Assessment Sequence for Students in Grades 4–12. . . . . . . . . . . . . . . . . Diagnostic Plan for Students in Grades 2–3 . . . . . . . . . . . . . . . . . . . . . Diagnostic Plan for Students in Grades 4–12. . . . . . . . . . . . . . . . . . . . . M U L T I P L EPhonologicalAwarenessM E A S U R E SCORE Phonological Segmentation Test . . . . . . . . . . . . . . . . . . . . . . Part A: Sentence Segmentation Part B: Syllable Segmentation Part C: Phoneme SegmentationCORE Phoneme Deletion Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Part A: Initial Phoneme Deletion Part B: Final Phoneme Deletion Part C: Deletion of Initial Phoneme in a Consonant BlendCORE Phoneme Segmentation Test . . . . . . . . . . . . . . . . . . . . . . . . . CORE Spanish Phonemic Awareness Test . . . . . . . . . . . . . . . . . . . . Phoneme Oddity #1 Phoneme Oddity #2 Phoneme DeletionDecoding andWord RecognitionCORE Phonics Surveys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CORE Phonics Survey (English) CORE Spanish Phonics SurveyCORE Graded High-Frequency Word Survey . . . . . . . . . . . . . . . . . San Diego Quick Assessment of Reading Ability . . . . . . . . . . . . . .
CORE Spanish Spelling InventorySpellingReading FluencyVocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . MASI-R Oral Reading Fluency Measures . . . . . . . . . . . . . . . . . . . . CORE Vocabulary Screening Test . . . . . . . . . . . . . . . . . . . . . . . . . . Critchlow Spanish Verbal Language ScaleComprehension. . . . . . . . . . . . . . . . . . . CORE Reading Maze Comprehension Test . . . . . . . . . . . . . . . . . . A P P E N D I XCORE Assessing Reading Student Profile Forms(Kindergarten–Grade 12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A CORE Assessing Reading Class Record Forms(Kindergarten–Grade 12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A Assessment-Driven Instruction: A Systems Approach . . . . . . . . . . A by Linda DiamondFor Printable PDFsof the Student Profileand Class Record Forms,go to corelearn.com/assessment-forms
CORE Phonological Segmentation TestASSESSMENT OF . . .PhonologicalAwareness쑺 W H A T This phonological segmentation test contains fourparts that are arranged in order of difficulty: Part A: SentenceSegmentation, Part B: Word and Syllable Segmentation, and Part C:Phoneme Segmentation.Skills AssessedSentence SegmentationSyllable SegmentationPhoneme SegmentationGrade Level쑺 W H Y These tasks may help to determine whether deficitsin phonological awareness account for the student’s reading orspelling delays. According to research, the lack of phonologicalawareness is the most powerful determinant of the likelihood ofa student’s failure to learn to read.K– Grade 1PurposeScreeningProgress �� H O W Use the following Practice Items to demonstrate eachof the phonological segmentation tasks in Parts A, B, or C. Proceedto the Test Items only after the student demonstrates understanding of the tasks. When teaching a task using the Practice Items,praise the student for even close approximations of the correctresponse. However, when administering the Test Items, give onlygeneral feedback. Do not indicate whether a response was corrector not.C O N T I N U E D쑲IndividualApproximate Testing Time5–10 minutesMaterials 8 small colored blocks or cubes Teacher Record Form (p. 23)AuthorOrna Lenchner, PhDA S S E S S I N G R E A D I N G CORE PHONOLOGICAL SEGMENTATION TEST 19
PART ABegin this part by administering the following Practice Item.Sentence SegmentationPractice ItemOn a table or desk, arrange eight different colored blocks in a row.Ask the student: John, what is something you like to eat? (pizza)S E N T E N C ES E G M E N TAT I O NGiven a sentence, studentshows a block for eachword in the sentence.Then say: I am going to use blocks to show the words in the sentence“John likes pizza.”As you say each of the words, select a colored block and move itout of the row. Use a different colored block for each word. Thenpointing to each block from left to right, ask: What is this word?(John) And this? (likes) And this? (pizza)If the student understands the task, ask him or her to do the taskindependently. After putting the blocks back, say: Now it’s yourturn. Use blocks to show the words in the sentence “John likes pizza.”Proceed with testing when thestudent clearly understands the task. Discontinue testing if the student does not respond correctly to any of the first three Test Itemsin Part A. Breaking a word into syllables is not considered an error.T E S T I N GP R O T O C O LPART BBegin this part by administering the following Practice Item.Syllable SegmentationPractice ItemOn a table or desk, arrange eight different colored blocks in a row.S Y L L A B L ES E G M E N TAT I O NGiven a whole word,student breaks the wordinto syllables.Say to the student: Now we are going to break words into parts. I amgoing to use the blocks to show the word cupcake.Say the word cup as you select the first block and move it out ofthe row. Then say the word cake as you select the second blockand move it to right of the first one. Use a different colored blockfor each syllable.Ask: Which block is cup? (the first block)Point to the second block and ask: Which block is this? (cake)If the student still does not understand, it may help to clap the syllables. After putting all the blocks back in a row, provide additionalpractice using words such as superman, doorbell, or butterfly.20 A S S E S S I N G R E A D I N G CORE PHONOLOGICAL SEGMENTATION TEST
Proceed with testing when thestudent clearly understands the task. Discontinue testing if the student does not respond correctly to any of the first five Test Itemsin Part B.T E S T I N GP R O T O C O LPART CBegin this part by administering the following Practice Items.Phoneme SegmentationPractice Item 1On a table or desk, arrange eight different colored blocks in a row.P H O N E M ES E G M E N TAT I O NGiven a whole word,student separates theword into individualphonemes and says eachsound.Say to the student: We are going to use the blocks to show the soundsin a word. Let’s say I wanted to show you the word time. The wordtime has three sounds /t/ /ı̄ / /m/. Select and move one block foreach of the sounds in time as you say the sounds slowly in order,/t/ /ı̄ / /m/. Use a different colored block for each sound.Ask: Can you say the three sounds in time? (/t/ /ı̄/ /m/) If the student says letter names instead of sounds, say: Yes, that is how theword time is spelled, but I want you to tell me its sounds.If the student cannot independently say the sounds, repeat thesounds and ask: Can you point to the block that stands for /t/? Andwhich block stands for /m/? And what sound does the middle blockstand for? (/ı̄/) Then ask the student: Can you say the three soundsin time? (/t/ /ı̄/ /m/)Practice Item 2After rearranging all the blocks in a row, say to the student: Nowyou try one. If you wanted to show the word shop, how many soundsis that? (three) Use the blocks to show me.If the student cannot segment the three sounds independently,model the task as follows.Say:The word shop has three sounds. Select and move a block for eachof the sounds, as you say each sound in left-to-right progression,/sh/ /o/ /p/. Ask: What are the three sounds in shop? (/sh/ /o/ /p/)Which block stands for /sh/? (the first block) Which block standsfor /p/? (the last block) What sound does the middle block standfor? (/o/) If the student shows four blocks, he or she is probablytrying to spell the word. Remind the student to pay attention tothe sounds in the word, not the letters.A S S E S S I N G R E A D I N G CORE PHONOLOGICAL SEGMENTATION TEST 21
Proceed with testing when thestudent clearly understands the task and can at least point to theblock that represents the correct sound. Discontinue testing if thestudent does not respond correctly to any of the first five TestItems in Part C.T E S T I N GP R O T O C O L쑺 W H A T I T M E A N S Use the following guidelinesto determine the student’s performance level. Scores shown areexpected end-of-year scores for each eletion TestLevel of PerformanceK (Spring)Grade 1 nchmark7–88Strategic5–67and Class Record Form found in theIntensive0–40–6Appendix.Part C: Phoneme �8Intensive0–20–5 Part A: Sentence SegmentationTest Items CorrectPart B: Syllable SegmentationR E C O R DK E E P I N GEnter the student’s score on a copyof the appropriate Student Profile FormCORE’s Teaching Reading SourcebookChapter 5: Phonological AwarenessLESSON MODELSPhonological Medley: Starfish, p. 135쑺 W H A T ’ S N E X T ? Students who score at strategicor intensive levels will benefit from targeted or intensive instruction and extensive practice in the phonological awareness skillsindicated.Salad Toss, p. 137Elkonin Sound Boxes, p. 15622 A S S E S S I N G R E A D I N G CORE PHONOLOGICAL SEGMENTATION TEST
CORE Phonological Segmentation Test — Teacher Record FormName Grade DateDIRECTIONS: Follow the format used in the Practice Items to administer the Test Items. For each Test Item, circlea plus ( ) to indicate a correct response or a minus (–) to indicate an incorrect response. Record the student'sincorrect responses on the blank lines.Part A: Sentence SegmentationPractice Item: Use blocks to show the words in the sentence . . . John likes pizza.1.2.3.4.5.Father called.What time is it?How much does an apple cost?I have to go to sleep soon.On Sunday, I will go swimming.( ) (–)( ) (–)( ) (–)( ) (–)( ) (–)Test Items Correct /5By Orna Lenchner, PhD. Copyright 2008 by CORE. Permission granted to reproduce for classroom use.Part B: Syllable SegmentationPractice Item: Use blocks to show the syllables in the word . . . cupcake )(bas-ket-ball)(play-ground)(cat-er-pil-lar)( ) (–)( ) (–)( ) (–)( ) (–)( ) (–)( ) (–)( ) (–)( ) (–)Test Items Correct /8Part C: Phoneme SegmentationPractice Items: Use blocks to show the sounds in the words . . . time (/t/ /ı̄/ /m/); shop (/sh/ /o/ trockitchheadshortsteakclown(/k/ /ē/ /p/)(/b/ /a/ /g/)(/th/ /u/ /m/)(/n/ /ı̄/ /t/)(/r/ /o/ /k/)(/i/ /tch/)(/h/ /e/ /d/)(/sh/ /or/ /t/)(/s/ /t/ /ā/ /k/)(/k/ /l/ /ou/ /n/)( ) (–)( ) (–)( ) (–)( ) (–)( ) (–)( ) (–)( ) (–)( ) (–)( ) (–)( ) (–)Test Items Correct /10A S S E S S I N G R E A D I N G CORE PHONOLOGICAL SEGMENTATION TEST 23
ASSESSMENT OF . . .PhonicsCORE Phonics SurveysSkills AssessedLetter NamesDecodingGrade LevelK – Grade 12PurposeScreeningProgress dministrationIndividualApproximate Testing Time쑺 W H A T The CORE Phonics Survey (English) and the CORESpanish Phonics Survey assess the phonics and phonics-related skillsthat have a high rate of application in beginning reading. EachSurvey has two sections: Alphabet Skills and Letter Sounds andReading and Decoding Skills. The sections are further divided intoparts. Some of the parts contain lines of real words and pseudowords for the student to decode. Pseudowords, or made-up words,are included since the student must use decoding skills to correctly pronounce these words and cannot have memorized them.쑺 W H Y A student’s ability to use knowledge of sound/spellingcorrespondences (i.e., phonics) to decode words determines, inlarge measure, his or her ability to read individual words. A detailedassessment of a student’s phonics skills points to areas in which thestudent is likely to benefit most from systematic, explicit phonicsinstruction. Also, knowing the skills that the student does possesswill help in selecting reading tasks that offer the most effectivereinforcement of those skills.10–15 minutesMaterialsEnglish Phonics Survey Teacher Record Form (pp. 44-48) Student Material (pp. 49-52)Spanish Phonics Survey Teacher Record Form (pp. 53-58)쑺 H O W Directions for administering each part of each Surveyare included on the Teacher Record Forms. (The Teacher RecordForm shows the Student Material in a reduced size so that youmay easily record the student’s responses.) Students read from theStudent Material. To focus the student’s attention on the part ofthe test being given, cover the other parts. Student Material (pp. 59-62) PencilC O N T I N U E D쑲 Lined paperAuthorConsortium On ReachingExcellence in Education (CORE)ASSESSING READING CORE PHONICS SURVEYS 41
R E C O R DK E E P I N GEnter the student’s score on a copyof the appropriate Student Profile Formand Class Record Form found in theAppendix.Following administration, score each test part, and transfer theresults to the Skills Summary section on the first page of the TeacherRecord Form. Retest parts of the Survey not yet mastered usinginformation found on Types and Frequency of Effective Assessment Systems, Assessment Sequence for Primary Grade Students,Assessment Sequence for Upper Grade Students, or your schoolor district assessment plan. Pay attention to the student’s behaviorduring testing. If the student is tiring or making many consecutiveerrors, discontinue testing at that time.쑺 W H E N Use the following guidelines to determine when andwhat parts of the CORE Phonics Survey (English) to administer ateach grade nTestWhen to AdministerKindergartenParts A & BFallWinterSpringXXXXXIf indicatedIf indicatedIf indicatedXXXXXParts C–EGrade 1Parts A–DEffective Reading AssessmentSystems, p. 7Part EParts F–KAssessment Sequence for Students inKindergarten–Grade 3, p. 12Assessment Sequence for Students inGrades 4–12, p. 13Part LXGrades 2 and 3Parts A–KPart LIf indicatedIf indicatedIf indicatedXXXIf indicatedIf indicatedIf indicatedGrade 4 and upParts A–L42 ASSESSING READING CORE PHONICS SURVEYS
쑺 W H A T I T M E A N S This assessment is a masterytest. It is expected that students will ultimately get all test Deletion TestCOREPhonicsSurveyCOREPhoneme(Spanish)Deletion TestCORE’s Teaching Reading SourcebookChapter 1: Structure of EnglishChapter 2: Structure of SpanishChapter 4: Letter KnowledgeChapter 6: PhonicsChapter 8: Multisyllabic Word ReadingLevel ofPerformanceTest Items Correct / Total ItemsPartsA–DE, F, G, H, I, J, KLBenchmark83 / 8314 / 1521 / 24Strategic65–82 / 8310–13 / 1515–20 / 24Intensive0–64 / 830–9 / 150–14 / 24Level ofPerformanceTest Items Correct / Total ItemsPartsA–DE, F, G, H, I, J, NKL, MBenchmark73 / 739 / 1021 / 244 / 5Strategic58–72 / 736–8 / 1015–20 / 243/ 5Intensive0–57 / 730–5 / 100–14 / 240–2 / 5쑺 W H A T ’ S N E X T ? Students who score at strategic orintensive levels will benefit from targeted and intensified instruction and extensive practice in the letter recognition, phonics, anddecoding indicated. An analysis of individual errors can give morespecific information about phonic elements that require instruction. Additionally, the CORE Phoneme Segmentation Test or othertests of phonological awareness can be administered to isolate anunderlying factor. Older struggling readers who score at the intensive level will need basic phonics instruction, possibly includinginstruction in phonological awareness and sound/spelling correspondences. Students at all levels need repeated opportunities todevelop automaticity through practice in reading words in isolation and in appropriately decodable text.ASSESSING READING CORE PHONICS SURVEYS 43
CORE Phonics Survey — Teacher Record FormPA G E1Name Grade DateSKILLS SUMMARYAlphabet Skills and Letter Sounds/26A.Letter names—uppercase/26B.Letter names—lowercase/21C.Consonant sounds/5D.Long vowel sounds/5Short vowel soundsReading and Decoding Skills/15E.Short vowels in CVC words/15F.Consonant blends with short vowels/15G.Short vowels, digraphs, and -tch trigraph/15H.R-controlled vowels/15I.Long vowel spellings/15J.Variant vowels/15K.Low-frequency vowel and consonant spellings/24L.Multisyllabic wordsCopyright 2008 by CORE. Permission granted to reproduce for classroom use.Skills to review:Skills to teach:44 ASSESSING READING CORE PHONICS SURVEY
CORE Phonics Survey — Teacher Record FormPA G E2Alphabet Skills and Letter SoundsPART ALetter names—uppercaseDIRECTIONS: Say to the student: Can you tell me the names of these letters? If the student cannot name three ormore consecutive letters, say: Look at all of the letters and tell me which ones you do know. If the letter name given iscorrect, do not mark the Record Form. If it is incorrect, write the letter name the student gives above each letter. Ifno letter name is given, circle the letter.DANSXZJLHTYECOMRPWKUGBFQVI/26PART BLetter names—lowercaseDIRECTIONS: Say to the student: Can you tell me the names of these letters? If the student cannot name three ormore consecutive letters, say: Look at all of the letters and tell me which ones you do know. If the letter name givenis correct, do not mark the Record Form. If it is incorrect, write the letter name the student gives above each letter.If no letter name is given, circle the letter.dansxzjlhtyecomrpwkugbfqviCopyright 2008 by CORE. Permission granted to reproduce for classroom use./26PART CConsonant soundsDIRECTIONS: Say to the student: Look at these letters. Can you tell me the sound each letter makes? Be sure to askthe student if he or she knows of another sound for the letters g and c. If the sound given is correct, do not markthe Record Form. If it is incorrect, write the sound the student gives above each letter. If no sound is given, circlethe letter. If the student cannot say the sound for three or more consecutive letters, say: Look at all of the lettersand tell me which sounds you do know.dlnsxzjtypchmrkwgbfqv/21ASSESSING READING CORE PHONICS SURVEY 45
CORE Phonics Survey — Teacher Record FormPART DPA G E3Vowel soundsDIRECTIONS: Ask the student: Can you tell me the sounds of each letter? If the student names the letter, count it asthe long vowel sound. Then ask: Can you tell me another sound for the letter? The student should name the shortvowel sound.eial long sounds short soundouOn the first line, write the letter l if the student says the correct long vowel sound. On the second line, write theletter s if the student says the correct short vowel sound. If the vowel sound given is incorrect, write the soundthe student gives above the corresponding vowel letter./5Long vowel sounds (count the number of l ’s above)/5Short vowel sounds (count the number of s’s above)Reading and Decoding SkillsDIRECTIONS: For Parts E through K, students must read both real and pseudowords (i. e., made-up words). For thereal words, tell the student: I want you to read each line of words aloud. If the student cannot read two or more of thereal words in each line, do not administer the line of pseudowords. Go to the next part of the assessment. Beforeasking the student to read the line of pseudowords, say: Now I want you to read some made-up words. Do not tryto make them sound like real words. When administering Parts F through K as a screening or diagnostic measure,continue testing even if a student does not perform well on the previous part of the test.Copyright 2008 by CORE. Permission granted to reproduce for classroom use.PART EShort vowels in CVC )/5nopsutditpemfap(pseudo)/15PART FConsonant blends with short umpheld(real)/5naskdiltquedcangdran(pseudo)/1546 ASSESSING READING CORE PHONICS SURVEY
CORE Phonics Survey — Teacher Record FormPART GPA G E4Short vowels, digraphs, and -tch PART HR-controlled rnbird(real)/5nermsirtgorfmurdcarn(pseudo)/15PART ILong vowel ht 2008 by CORE. Permission granted to reproduce for classroom use.PART JVariant ttoy(real)/5vootrewfoutzoybawk(pseudo)/15PART KLow-frequency vowel and consonant /15ASSESSING READING CORE PHONICS SURVEY 47
CORE Phonics Survey — Teacher Record FormPART LPA G E5Multisyllabic wordsDIRECTIONS: Say to the student: I want you to read aloud down the first column of words. Each of the real words inthis column has two syllables. Point to the first column. If the student can read at least five out of eight of thewords in this column, point to the second column and say: Now I want you to read aloud the next column of words.If the student can read at least five of the words in the second column, point to the third column and say: Now Iwant you to read some made-up words. Do not try to make them sound like real ilent dishespodated*/3Open or closedzeromenugromu*/3Silent elocateinhaledpentate/3Consonant darber/3Vowel teamrailwaysroaringfauntoon/24Copyright 2008 by CORE. Permission granted to reproduce for classroom use.*The first syllable of podated and gromu can be either open or a closed (long or short vowel sound, respectively);the second syllable of podated can be either a closed (short vowel sound) or a silent -e (long vowel sound) syllable,due to the rules for adding -ed.48 ASSESSING READING CORE PHONICS SURVEY
CORE Phonics Survey — Student MaterialPA G E1Alphabet Skills and Letter SoundsPART qviPART BCopyright 2008 by CORE. Permission granted to reproduce for classroom use.PART CdlnsxzjtypchmrkwgbfqveiaouPART DASSESSING READING CORE PHONICS SURVEY 49
CORE Phonics Survey — Student MaterialReading and Decoding SkillsPA G E2PART hidshomdathphidfutchPART FCopyright 2008 by CORE. Permission granted to reproduce for classroom use.PART G50 ASSESSING READING CORE PHONICS SURVEY
CORE Phonics Survey — Student MaterialPA G E3Reading and Decoding SkillsPART sweatgnatbombsighbiceknoddimbtighwrepPART ICopyright 2008 by CORE. Permission granted to reproduce for classroom use.PART JPART KASSESSING READING CORE PHONICS SURVEY 51
CORE Phonics Survey — Student MaterialReading and Decoding SkillsCopyright 2008 by CORE. Permission granted to reproduce for classroom use.PART L52 untoonASSESSING READING CORE PHONICS SURVEYPA G E4
CORE Spanish Phonics Survey — Teacher Record FormPA G E1Name Grade DateSKILLS SUMMARYAlphabet Skills and Letter Sounds/21A.Consonant names—uppercase/21B.Consonant names—lowercase/10C.Vowel names and sounds—uppercase and lowercase/21D.Consonant soundsBy Jacalyn Mahler and Isabel Valle. Copyright 1999, 2008 by CORE. Permission granted to reproduce for classroom use.Reading and Decoding Skills/10E.Open syllables, CV/10F.Open syllables, V and CV/10G.Closed syllables, CVC and VC/10H.Open syllables with blends, CCV/10I.Vowel combinations in open syllables/10J.Diphthongs in closed syllables/24K.Multisyllabic wordsSpelling Skills/5L./5M./10N.Initial soundsFinal soundsWhole wordsSpelling Skills Error Analysis/2/3/2/1/2/3/1/4/1/1/1/2Consonant digraphs leche, carroPhoneme /k/, carro, cocina, parquePhoneme /rr/ spelled r and rr, carro, rompenPhoneme /x/ spelled j, in ja, jo, ju, hijoPhoneme /s/ spelled s, triste, abuelosPhoneme /b/ spelled b and v, baño, voy, abuelosPhoneme /s/ spelled c in ce, ci, cocinaClosed syllables parque, rompen, triste, abuelosBlends tristeSilent h, hijoWords with m before p and b, rompenDiphthongs voy, abuelosSkills to review:Skills to teach:A S S E S S I N G R E A D I N G CORE SPANISH PHONICS SURVE Y 53
CORE Spanish Phonics Survey — Teacher Record FormPA G E2Alphabet Skills and Letter SoundsPART AConsonant names—uppercaseDIRECTIONS: Say to the student: ¿Puedes decirme los nombres de estas letras? If the student cannot namethree or more consecutive letters, say: Mira todas las letras y dime si conoces alguna. If the letter name givenis correct, do not mark the Record Form. If it is incorrect, write the letter name the student gives above eachletter. If no letter name is given, circle the letter.DLNSVZJTYPCMCHÑLLGFBQRX/21By Jacalyn Mahler and Isabel Valle. Copyright 1999 by CORE. Permission granted to reproduce for classroom use.PART BConsonant names—lowercaseDIRECTIONS: Say to the student: ¿Puedes decirme los nombres de estas letras? If the student cannot namethree or more consecutive letters, say: Mira todas las letras y dime si conoces alguna. If the letter name givenis correct, do not mark the Record Form. If it is incorrect, write the letter name the student gives aboveeach letter. If no letter name is given, circle the letter.dlnsvzjtypcmchñllgfbqrx/21PART CVowel names and soundsDIRECTIONS: Ask the student: ¿Puedes decirme cuáles son los sonidos de estas letras? If the student namesthe letter, that is its sound. If the vowel sound given is incorrect, write the sound the student gives abovethe corresponding vowel letter./5OAIUE/5o/1054 A S S E S S I N G R E A D I N G CORE SPANISH PHONICS SURVE Yaiue
CORE Spanish Phonics Survey — Teacher Record FormPART DPA G E3Consonant soundsDIRECTIONS: Say to the student: Mira estas letras. ¿Puedes decirme qué sonido tiene cada letra? (Thedigraphs ch and ll are included here because they are usually taught as part of the Spanish alphabet.) Besure to ask if he or she knows of another sound for the letters c and g. Do not expect the student to knowmore than one sound for r (either /r/ or /rr/ is acceptable). If the student gives the correct sound, do notmark the Record Form. If the sound given is incorrect, write the sound the student gives above each letter.
Phoneme Segmentation. WHY These tasks may help to determine whether deficits in phonological awareness account for the student’s reading or spelling delays. According to research, the lack of phonological awareness is the most powerful determinant o
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The Reading section measures your ability to understand academic passages written in English. You will read one passage and answer questions about it. In the actual TOEFL iBT test, you would have 20 minutes to read the passage and answer the questions. Test takers with disabilities can request a time extension. Reading Practice Set 1File Size: 658KBPage Count: 21Explore furtherSample TOEFL Reading Practice Test (updated 2021)www.mometrix.comTOEFL Reading Practice: 100 Free Questions (PDF included)tstprep.comTOEFL Reading Practice - Free TOEFL Reading Test with .www.bestmytest.comTOEFL reading test 1: free practice exercises from Exam .www.examenglish.comTOEFL reading test 4: free practice exercises from Exam .www.examenglish.comRecommended to you b
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The Reading Inventory (RI) is the tool Westfield Public Schools uses to measure this plan’s 95% goal of reading proficiency across grades 3 – 10. The Reading Inventory measures students’ reading growth on the Lexile Framework for Reading. This is a research-based, adaptive assessment that measures reading skills and
measures of readiness for placement.1 This brief provides an overview of policies using multiple measures, such as high school grade point average (GPA), to inform the development of placement methods during and after the COVID-19 response. Multiple measures placement methods incorporate varied
A Framework for Assessing Oral Language, Reading, and Writing in Primary Schools . Assessing Grammar and Punctuation 124 3. Assessing Spelling in Written Texts 125 4. Assessing Writing Samples (1) — Applying Rating Scales 127 . Within schools, curriculum profiles provide teachers, paren
MULTIPLE MEASURES IN HIGHER EDUCATION 2016 survey found: 57% of two-year institutions used multiple measures for math placement (compared to 27% in 2011) 51% for reading/writing (compared to 19% in 2011) Increasing the numbe
