Literacy Assessment Toolbox

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Dec 6, 2023

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EDLC 554 L ITERACY A SSESSMENT T OOLBOX 1. Candidate Name Samantha Brown School District Private Therapeutic Day School - Richmond VA 2. Grade level 1st -SPED Informal Reading Inventory Tool 1. Describe the IRI you have created. The Informal Reading Inventory (IRI) tools are important for the ability to assess the comprehension of each student. This tool will be used to assist with the measurement of their achievement goals over time. This assessment will be utilized with the grade-level printout that the student will be able to read at least 75% of the Dolch Primer words. The student will read the words aloud. The teacher will mark errors on the scorecard to assess Words Per Minute and comprehension. The teacher will mark pronunciation errors and refusals. The teacher will circle a 1 if the student reads the word correctly within 15 seconds to ensure automaticity, and a 2 if it goes beyond 15 seconds. This Informal Reading Inventory Tool will allow the teacher can gather information to form a baseline of the students' ability to better create achievable and accurate IEP goals for the student. The teacher will use this adjusted differentiated curriculum to meet the students at their current functionality level. “The information also assists with providing an informal assessment that helps to select appropriate text” (Morris, 2017) 2. Insert the sample IRI you have created. 3. List research-based article #1 title and author(s). Johns, J. L., Edmond, R. M., & Mavrogenes, N. A. (1977). The Dolch Basic Sight Vocabulary: A Replication and Validation Study. The Elementary School Journal, 78(1), 31–37. http://www.jstor.org/stable/1001115 4. Summary of research-based article supporting this assessment tool. (150-200 words). The article “The Dolch Basic Sight Vocabulary: A Replication and Validation Study” notes the importance of utilizing basic high-frequency words to boost our students' reading fluency. The article discusses how students often are exposed to high-frequency words before they are ready to learn the Page 1 of 7

EDLC 554 phonetic pattern and sounds of the words. Many criticisms have been noted for using high-frequency words as repetitive practices. Many teachers also refer to them as heart words since they have such an irregular spelling pattern. The article, it states how the practice of high-frequency words can benefit a child’s reading as it allows them to become more familiar with the words they encounter. The article states that “Dolch created these lists of words to record a student's ability to read sight words. This assessment covers the 220 Dolch sight words, and it breaks them down into 9 manageable sections as he found that students' ability to read high-frequency words was essentially nonexistent.” 5. List research-based article #2 title and author(s). Hargis, C. H., Terhaar-Yonkers, M., Williams, P. C., & Reed, M. T. (1988). Repetition Requirements for Word Recognition. Journal of Reading, 31(4), 320–327. http://www.jstor.org/stable/40031892 6. Summary of research-based article supporting this assessment tool. (150-200 words). In many ways, reading proficiency is the key to other learning. In the article, “A Case Study of the Integration of Sight Word Instruction to Enhance Students’ English Reading” the authors argue that sight word instruction can enhance students learning. In addition to affecting learning, it can impact confidence, it also impacts skills, subjects, and motivation. Sight words have also been found to facilitate fluent and successful reading, according to studies. To improve students' English reading, this study examined the effects of integrating sight word instruction into an elementary English class. A 16-week study was conducted with one intact class of fifteen fourth graders in an elementary school, divided into two groups based on their achievement levels. Storybooks, English achievement tests, questionnaires, and quizzes were used to assess students' progress. The study found that implementing sight word instruction significantly improved the reading achievement of participants including word recognition and reading comprehension. The low-achieving group outperformed significantly than the others. 7. Additional comments, and information: Click or tap here to enter text. Page 2 of 7

EDLC 554 Candidate Name Samantha Brown School District Private Therapeutic Day School - Richmond, VA 3. Grade level 1st - SPED Diagnostic Tool (for specific reading skill) 1. Describe the Diagnostic tool (cannot be a statewide tool currently used like PALS or DIBELS) you have created. The diagnostic reading tool is what is how teachers obtain an understanding on the students' strengths and weaknesses to aid them in achieving mastery of the task or goal. Chayaporn argues that diagnostic tools provide data during individual instruction (Chayaporn, 2019). This assists the teacher by allowing them to create assessments that are differentiated for students' needs. The diagnostics tool is an informal collection tool to assist with developing an understanding of the areas of need for the students learning. This information allows the teacher to create interventions that will the bridge the gap or allow the student to continue progressing further. The diagnostic tool that I will use measures the students reading ability and sound identification. The assessment will be divided into two sections: Letter and Sound Recognition and Decoding. In the first portion of the assessment, the student will begin by naming the letters, vowels, and consonants and their corresponding sounds. The teacher will score this based on automaticity and mistakes. The teacher will score a 1 for the student answering correctly within 15 seconds, 2 for over 15, and 3 for the incorrect answer. This must be documented by the teacher. In the second part of the assessment, students will practice reading CVC, CVCC, and Beginning Blend words. These will be scored the same as above. 2. Insert the sample Diagnostic tool you have created. 3. List research-based article #1 title and author(s). Chayaporn Kaoropthai, Onjaree Natakuatoong, Nagul Cooharojananone (2019).An intelligent diagnostic framework: A scaffolding tool to resolve academic reading problems of Thai first year university students, Computers & Education, Volume 12 8,2019, Pages 1 32-144,ISSN 0360- 1315,https://doi.org/10.1016/j.compedu.2018.09.001. (https://www.sciencedirect.com/science/article/pii/S0360131518302379) 4. Summary of research-based article supporting this assessment tool. (150-200 words). In the article by Chayapron, “ An intelligent diagnostic framework: A scaffolding tool to resolve the academic reading problems” discusses how diagnostic assessments can allow Page 3 of 7

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EDLC 554 teachers to differentiate and indvidualize language learning needs. The article argues that, “Scaffolding identifies academic reading skills” (Chayaporn, 2019). When using diagnostic assessments it allows for teachers to form a baseline of what each individual student’s strength and weaknesses are in the language topic. The assessments also allow for educators to make informed decisions on how to group students based on levels as well as identifying different interventions for struggling readers. In the article it discusses the importance to use valid and reliable assessments in order to provide the best interventions and learning tools for students. Chayapron argues that students need diagnostic assessments before, during, and after lessons to ensure comprehension in all areas. This also benefits teachers as it allows them to develop good assessment habits for students. Without assessments, students accuracy and comprehension levels would be est 5. List research-based article #2 title and author(s). Peters, M. T., Hebbecker, K., & Souvignier, E. (2022). Effects of Providing Teachers with Tools for Implementing Assessment-Based Differentiated Reading Instruction in Second Grade. 6. Summary of research-based article supporting this assessment tool. (150-200 words). The importance of monitoring students and teachers in the school system is highlighted in the research article “Effects of Providing Teachers with Tools for Implementing Assessment-Based Differentiated Reading Instruction in Second Grade” (Peters, 2022). The study suggests the use of learning progresses assessment (LPA) to create materials and assessments tailored to individual student needs. The research was conducted in a second-grade classroom and involved different groups. The results showed improvements in reading comprehension and fluency compared to general instruction practices (Peters, 2022). Another approach, known as formative assessment, encourages teachers to collect and use data to inform instruction. Studies have shown that computer-based systems and professional development related to formative assessment have a positive impact on student reading achievement. Teachers should be encouraged to use computer-based approaches for streamlined monitoring processes. Overall, this research emphasizes the importance of research and design standards in classroom reading programs and how it can benefit students reading achievements (Peters, 2022). 7. Additional comments, information: Click or tap here to enter text. 4. Candidate Name Samantha Brown School District Private Therapeutic Day School - Richmond, VA 5. Grade level 1st - SPED Progress Monitoring Tool 1. Describe the progress monitoring tool you have created. Progress monitoring is a formal and standardized procedure used to assess progress towards a performance goal. It involves frequent assessments of specific skills, typically conducted on a weekly or biweekly basis, to determine the rate of improvement. The progress monitoring tool below will assess students ability to read CVC words. The teacher will circle the words read incorrectly. The teacher will also make observations on the types of patterns in the assessment. Such as if the student struggles with short a words or does well with short i words which will allow the teacher to make interventions for the remediation skill needed for mastery. The teacher will also record this in their IEP goal binder tracking log. 2. Insert progress monitoring tool you have created. Page 4 of 7

EDLC 554 3. List research-based article #1 title and author(s). Furey, J., & Loftus-Rattan, S. M. (2022). Actively Involving Students With Learning Disabilities in Progress Monitoring Practices. Intervention in School and Clinic, 57(5), 329-337. https://doi.org/10.1177/10534512211032618 4. Summary of research-based article supporting this assessment tool. (150-200 words). The article discusses how academic progress monitoring is crucial for students with learning disabilities and in a multi-tiered system of supports framework. However, students are often not actively involved in this practice. The article notes that research shows that involving students in progress monitoring through performance feedback and goal setting improves academic and motivational outcomes (Furey, Loftus-Rattan., 2022). This research article discusses a routine that supplements typical progress monitoring practices, aligning with evidence-based practices to enhance student outcomes in reading, writing, mathematics, and academic motivation. It provides step-by-step guidance, examples, and resources for practitioners to implement the routine and describes resources for evaluating outcomes. Progress monitoring is essential for all areas of education. However, for special education it is Page 5 of 7

EDLC 554 especially important as students have IEP goals that must be tracked and monitored in order to report accurately on their annual goals. IEP’s are a legal document that educators are required to follow under the IDEA law, therefore, progress monitoring is crucial in order to be fair and accurate to the student and their goals. 5. List research-based article #2 title and author(s). Austin, C. R., & Filderman, M. J. (2020). Selecting and Designing Measurements to Track the Reading Progress of Students With Disabilities. Intervention in School and Clinic, 56(1), 13-21. https://doi.org/10.1177/1053451220910736 6. Summary of research-based article supporting this assessment tool. (150-200 words). Special education teachers are tasked with supporting students with disabilities who do not respond to typical reading interventions. To intensify interventions, educators are expected to implement evidence-based practices. The article discussed how data-based individualization is a highly recommended and effective practice that necessitates knowledge and skills in data usage, which many teachers are not trained for. This article aims to provide guidance on the selection of appropriate tools for measuring progress during the data-based individualization process. Additionally, guidelines on designing suitable mastery measures based on a student's individual weaknesses and information gathered from progress monitoring are provided. These data serve as the foundation for making well-informed decisions on when and how to adjust reading interventions to meet student needs. Supporting students with disabilities who do not respond to typical reading interventions is a crucial task for special education teachers. To intensify interventions, these teachers are expected to implement evidence-based practices. Data-based individualization is an effective and highly recommended practice that requires teachers to possess skills in data use, which many of them are not trained for. This article provides guidance for teachers to choose appropriate tools for measuring progress during the data-based individualization process. It also offers guidelines on how to design appropriate mastery measures based on a student's individual weaknesses and information gathered from progress monitoring. By using these data, teachers can make informed decisions on when and how to adjust reading interventions to meet student needs. 7. Additional comments, information: Click or tap here to enter text. Page 6 of 7

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EDLC 554 References Austin, C. R., & Filderman, M. J. (2020). Selecting and Designing Measurements to Track the Reading Progress of Students With Disabilities. Intervention in School and Clinic , 56(1), 13-21. https://doi.org/10.1177/1053451220910736 Furey, J., & Loftus-Rattan, S. M. (2022). Actively Involving Students With Learning Disabilities in Progress Monitoring Practices. Intervention in School and Clinic , 57(5), 329-337. https://doi.org/10.1177/10534512211032618 Hargis, C. H., Terhaar-Yonkers, M., Williams, P. C., & Reed, M. T. (1988). Repetition Requirements for Word Recognition. Journal of Reading, 31(4), 320–327. http://www.jstor.org/stable/40031892 Peters, M. T., Hebbecker, K., & Souvignier, E. (2022). Effects of Providing Teachers with Tools for Implementing Assessment-Based Differentiated Reading Instruction in Second Grade. Chayaporn Kaoropthai, Onjaree Natakuatoong, Nagul Cooharojananone (2019).An intelligent diagnostic framework: A scaffolding tool to resolve academic reading problems of Thai first year university students, Computers & Education, Volume 12 8,2019, Pages 1 32- 144,ISSN 0360-1315,https://doi.org/10.1016/j.compedu.2018.09.001. (https://www.sciencedirect.com/science/article/pii/S0360131518302379) Johns, J. L., Edmond, R. M., & Mavrogenes, N. A. (1977). The Dolch Basic Sight Vocabulary: A Replication and Validation Study. The Elementary School Journal, 78(1), 31–37. http://www.jstor.org/stable/1001115 Page 7 of 7

Literacy Assessment Toolbox

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