Reading Assessment: GORT- 4 (Gray Oral Reading Test -4) By: Susan Zirpoli 3/24/11 For the great teachers at South Carroll High School
WHAT IS YOUR QUESTION? Why are you assessing? What component of Reading are you assessing? Remember: Tests do not diagnose- people do. + IT TAKES A TEAM Use multiple assessments to diagnose. Dont forget classroom performance, screening, IRIs, running records, classroom observation, other?
Reading Assessment Handout: Special Education Matrix Organized by the Big 5 Phonemic Awareness Phonics Fluency Vocabulary Comprehension National Reading Panel (2000)
GORT 4: Test Administration 1:1 Grades 1-12 Time: 30-45 minutes Ceilings: 2 separate 1 for fluency - Timer needed. 1 for comprehension
WHY: GORT- 4 Norm-referenced, reliable and valid test of Oral Reading RATE ACCURACY FLUENCY (Rate + Accuracy) COMPREHENSION OVERALL READING ABILITY ( Combination of students Fluency & Comprehension Scores)
PURPOSE ID students with Problems – pg. 4 Determine Strengths & Weaknesses – pg. 4 Document Progress – pg. 5 2 equivalent forms available Research
ADMINISTRATION Practice Essential - (test your child, the neighbor, the dog- get comfortable before testing students) READ THE MANUAL (place post-its to parts you need to access quickly) Validity/Reliability based on standard administration- dont deviate from the script.
MATERIALS NEEDED Timer Tape Recorder (highly recommended- especially for analysis of miscues) Manual Student Book (contains stories that the student reads) Profile/Examiner Record Booklet
TEACHER DIRECTIONS pg.15 Place post-its in technical manual. This is especially important where verbatim teacher directions are given. THIS IS WHAT MAKES IT A STANDARDIZED TEST.
General Scoring Time- indicate time in seconds at the end of each passage. Deviation from Print- the # of errors or miscues. These include: –Substitutions –Additions –Omissions Comprehension Score-# correct Converting Time & Deviations from Print to Rate and Accuracy
MARKING DEVIATIONS FROM PRINT pg. 17 READ THIS PAGE CAREFULLY What counts as an error: Substitutions Additions Omissions
MARKING MISCUES See page 17- slashes More in-depth analysis – pg. 19 MISCUE MARKING SYSTEM
PRACTICE Administration Lets use Story 5 from Form A Mark errors with slashes while I read. Dont forget timer and tape recorder Practice Scoring: Rate, Accuracy, Fluency and Comprehension.
Miscue Analysis Story 5 & 6 exemplars Note miscue marking system while I read stories. Now look at Sample 2 Form – Miscue Analysis Worksheet This is optional but assists with instructional recommendations.
Miscue Analysis informs instruction Meaning Similarity Function Similarity Graphic/Phonemic Similarity Multiple Sources Self- Correction (Guidelines for scoring -
BASALS & CEILINGS pg. 11-15 NOTE: THIS IS IMPORTANT!!!!! 2 separate Basals & Ceilings: Comprehension Fluency
COMPREHENSION– pg. 11 (Basals & Ceilings) Establish ceiling first. Then go back to establish basal. Basal – answers all 5 comprehension questions correctly. Ceiling - misses 3 out of 5 comprehension questions or until the last story is read.
FLUENCY– pg. 13 (Basals & Ceilings) pg. Basal –When the fluency score for a story is 9 or 10 Ceiling –When the fluency score for a story is 2 or less. Remember: Fluency is derived by adding Rate + Accuracy
PRACTICE SCORING Student: Fancy Free –Compute Age –Where is basal/ceiling fluency? –Where is basal/ceiling comprehension? –Compute Raw Scores –Standard Scores, Percentile Ranks –Sum of Fluency and Comprehension SS –%ile –Oral Reading Quotient (ORC)
HOW DID FANCY DO? Standard Scores – subtests/total? %ile Ranks What does this mean? Strengths/Weaknesses?