Presentation is loading. Please wait.

Presentation is loading. Please wait.

© 2007, Dynamic Measurement Group DIBELS The School District of Philadelphia Office of Assessment Office of Curriculum, Instruction and Teacher Development.

Similar presentations


Presentation on theme: "© 2007, Dynamic Measurement Group DIBELS The School District of Philadelphia Office of Assessment Office of Curriculum, Instruction and Teacher Development."— Presentation transcript:

1

2 © 2007, Dynamic Measurement Group DIBELS The School District of Philadelphia Office of Assessment Office of Curriculum, Instruction and Teacher Development Office of Early Childhood Literacy Assessment Tools – Grades K -1 Dynamic Indicators of Basic Literacy Skills DIBELS Administration and Scoring Nonsense Word Fluency (NWF)

3 © 2007, Dynamic Measurement Group Nonsense Word Fluency (NWF) Big Idea: Benchmark Goal: Assessment Times: - Alphabetic Principle -25 End of K -50 End of First - Kindergarten: Winter, Spring - First grade: Fall, Winter, Spring

4 © 2007, Dynamic Measurement Group Nonsense Word Fluency What Big Idea? Alphabetic Principle

5 © 2007, Dynamic Measurement Group Materials Palm Pilot Pencil-Paper Scoring booklet Student booklet Clipboard Stopwatch Pen or pencil Palm Pilot Student booklet

6 © 2007, Dynamic Measurement Group What is the Alphabetic Principle? Part 1: - Alphabetic Understanding: Letters represent sounds in words a m v p s

7 © 2007, Dynamic Measurement Group Alphabetic Principle Alphabetic Principle Part 2: –Phonological Recoding (blending): Letter sounds can be blended together and knowledge of letter-sound associations can be used to read/decode words. a m p

8 © 2007, Dynamic Measurement Group Why Alphabetic Principle? Letter-sound knowledge is prerequisite to word identification. A primary difference between good and poor readers is the ability to use letter-sound correspondences to decode words. Letter-sound knowledge can be taught. Teaching the alphabetic principle leads to gains in reading acquisition/achievement.

9 © 2007, Dynamic Measurement Group When Should the Alphabetic Principle be Taught? Preschool -- familiarity with alphabet Kindergarten -- letter sound correspondences (says common sound associated with individual letters); beginning to blend sounds; recognizes some words by sight. First grade -- letter-sound correspondences, decodes nonsense words fluently, reads grade level material accurately.

10 © 2007, Dynamic Measurement Group DIBELS ® Nonsense Word Fluency (NWF) Examiner shows page of nonsense words to student. Student reads the words. Score: Number of correct letter sounds student reads in 1 minute Number of words correctly recoded

11 © 2007, Dynamic Measurement Group Directions for Administration 1.Place the scoring booklet on the clipboard and position so that the student cannot see what you record. 2.Place the page of practice words - “sim” “lut” (student materials) in front of the student. 3.Say these specific directions to the student:

12 © 2007, Dynamic Measurement Group Directions for Administration Look at this word (point to the first word on the practice page). It’s a make- believe word. Watch me read the word: /s/ /i/ /m/ “sim” (point to each letter then run your finger fast beneath the whole word). I can say the sounds of the letters, /s/ /i/ /m/ (point to each letter), or I can read the whole word “sim” (run your finger fast beneath the whole word). Your turn to read a make-believe word. Read this word the best you can (point to the word “lut”). Make sure you say any sounds you know.

13 © 2007, Dynamic Measurement Group 6.Follow along on the test booklet and underline each letter sound the student says correctly, either in isolation or in the context of the nonsense word. Put a slash (/) over each letter sound read incorrectly. Directions

14 © 2007, Dynamic Measurement Group 7.At the end of 1 minute place a bracket (]) after the last letter sound, say “Stop” and stop your stopwatch. 8.Add the number of correct letter sounds. Record the total number correct on the bottom of the scoring page. 9.Add the number of words correctly recoded and record it at the bottom of the scoring page. Directions Note: For progress monitoring, these directions can be shortened by beginning with Number 4 when the student clearly understands the directions and procedure.

15 © 2007, Dynamic Measurement Group Pronunciation Guide All NWF nonsense words are phonetically regular V-C and C-V-C words. –“x” and “q” are not used. –“h,” “w,” “y,” and “r” are used only in the initial position. –“c” and “g” are used only in the final position. –Vowel sounds are short: a - “cat” e - “bed” i - “pig” o - “dog” u - “cup”

16 © 2007, Dynamic Measurement Group Timing Rule for NWF: Continuous for 1 Minute Start the stopwatch after you say, “Begin.” At the end of 1 minute place a bracket (]) after the last letter sound, say “Stop” and stop your stopwatch. Note: If the student is in the middle of a response at the end of 1 minute, you may allow the student to finish the response but only score the sounds said up to end of 1 minute.

17 © 2007, Dynamic Measurement Group Discontinue Rule: First 5 Words If the student does not get any sounds correct in the first 5 words, discontinue the task and record a score of zero (0).

18 © 2007, Dynamic Measurement Group Wait Rule for NWF: 3 Seconds Maximum time per letter sound is 3 seconds. If the student does not say the next letter sound/word within 3 seconds score the letter sound/word incorrect. Tell the student the correct sound/word, and, if necessary, point to the next letter/word and say, “What sound/ word?”

19 © 2007, Dynamic Measurement Group 3-Second Rule: Sound-by-Sound If the student is saying individual letter sounds and hesitates for 3 seconds on a letter sound, score the letter sound incorrect. Say the correct letter sound, and, if necessary, point to the next letter and say “What sound?” WordStudent Says Examiner Response Scoring Procedures Correct Letter Sounds tob/t/ (3 seconds) /o/t o b__/3 dos/d//o/ (3 seconds) /s/d o s__/3 1 2

20 © 2007, Dynamic Measurement Group 3-Second Rule: Word-by-Word If the student is reading words and hesitates for 3 seconds on a word, score the word incorrect. Say the correct word and, if necessary, point to the next word, and say, “What word?” kej* dos* Examiner Response __/3 k e j tuf (3 seconds) tuf kej ik __/3 d o s tob (3 seconds) tob dos et Correct Letter Sounds Scoring ProceduresStudent SaysWord 0 0 Note: If in doubt about what to prompt, prompt the sound.

21 © 2007, Dynamic Measurement Group Prompting Rule If the student says the letter name rather than the letter sound, say, “Remember to tell me the letter sound, not the name.” This prompt may be provided once.

22 © 2007, Dynamic Measurement Group Directions for Scoring 1.Underline each letter sound the student says correctly, either in isolation or in the context of the nonsense word. 2.Put a slash (/) over each letter sound read incorrectly. 3.Do not mark any letter sounds omitted, added, or repeated.

23 © 2007, Dynamic Measurement Group Scoring Examples: Underline Correct Letter Sounds Correct Sounds in Isolation Underline the individual letters for each letter sound said correctly in isolation. WordStudent Says Scoring Procedures Correct Letter Sounds tobt…o…bt o b__/3 dosd…o…sd o s__/3 3 3

24 © 2007, Dynamic Measurement Group Scoring Examples: Underline Correct Letter Sounds Correct Sounds in Words Use a single underline under multiple letters for correct letter sounds blended together. Give credit for each letter-sound correspondence said correctly. WordStudent Says Scoring Procedures Correct Letter Sounds tob ____/3 dosd…osd o s____/3 3 3

25 © 2007, Dynamic Measurement Group Scoring Examples: Slash Incorrect Letter Sounds Partially Correct Words If a word is partially correct, underline the corresponding letters for letter sounds said correctly. Put a slash ( / ) over the letter if the corresponding letter sound is incorrect. WordStudent Says Scoring Procedures Correct Letter Sounds tobtoabt o b__/3 dosdotd o s__/3 2 2

26 © 2007, Dynamic Measurement Group Scoring Examples Repeated Sounds Letter sounds said more than once while sounding out the word are given credit only once. WordStudent Says Scoring Procedures Correct Letter Sounds tobt…o…obt o b__/3 dosd…o…s…dosd o s__/3 3 3 Note: The student’s final response is scored. If the student sounds out correctly /d/ /o/ /s/ but recodes as “dot,” the student would receive a score or 2 (for the first and middle sounds).

27 © 2007, Dynamic Measurement Group Scoring Examples: Leave Blank Insertions Insertions are not scored as incorrect. WordStudent Says Scoring Procedures Correct Letter Sounds tobstobt o b__/3 dosdotsd o s__/3 3 3

28 © 2007, Dynamic Measurement Group Note Self Correct If a student makes an error and corrects him/herself within 3 seconds, write “SC” above the letter sound or word and count it as correct. Skips Row If a student skips an entire row, draw a line through the row and do not count the row in scoring.

29 © 2007, Dynamic Measurement Group Note Sound Order – Sound by Sound Letter sounds said correctly in isolation but out of order are scored as correct if the student points correctly to the letter(s). (Credit is given for knowledge of individual letter sound correspondences). WordStudent Says Scoring Procedures Correct Letter Sounds tobb…o…tt o b__/3 doso…d…sd o s__/3 3 3

30 © 2007, Dynamic Measurement Group Note Sound Order – Word by Word Blended letter sounds must be correct and in the correct place (beginning, middle, end) to receive credit. WordStudent Says Scoring Procedures Correct Letter Sounds tobbott o b__/3 ikkii k__/3 1 0

31 © 2007, Dynamic Measurement Group Note Articulation and Dialect The student is not penalized for imperfect pronunciation due to dialect, articulation, or different first language. - Example: A student who regularly substitutes /th/ for /s/, says “thim” for “sim.” WordStudent Says Scoring Procedures Correct Letter Sounds simthims i m__/3 ritwitr i t__/3 3 3

32 © 2007, Dynamic Measurement Group Final Score: Scoring Page Add number of correct letter sounds for each line (up to bracket). Record total for each line in space provided in right column of scoring page. Add number of correct letter sounds from each line. Record total number of correct letter sounds in space provided in lower right corner of scoring page. Add number of words correctly recoded and record in same space (use slash to separate scores) Errors on middle vowels; starting to recode v-c and rime.

33 © 2007, Dynamic Measurement Group Transfer total number of correct letter sounds and number of words correctly recoded from scoring page to front of benchmark assessment booklet. What does a score of 48 on NWF in middle of K mean? What will you do if you have any question about the accuracy/validity of the benchmark score? Final Score: Benchmark Assessment 48 4

34 © 2007, Dynamic Measurement Group General Accommodations Setting/Examiner –Test in alternate setting, e.g., complete quiet, minimal distractions, enhanced lighting. –Test with familiar person, specialist, etc. present. –Test by person with specialized training (e.g., SLP). Directions –Check student’s understanding (have the student repeat what to do). –Provide directions in student’s primary language. –Repeat practice example, provide an additional example. –Provide lead example (e.g., do it with me) in addition to model. Note: It is always permissible to retest: i.e., repeat assessment on different days with different forms.

35 © 2007, Dynamic Measurement Group Accommodations for NWF Specific to NWF –Large print –Colored overlays –Braille –Marker/ruler to keep place Note: Benchmark goals are not yet established for Braille versions.

36 © 2007, Dynamic Measurement Group NWF Review How do I mark letter sounds that are read correctly? Underline each letter sound read correctly, in isolation or blended or in the context of the whole word. How do I mark letter sounds that are read incorrectly? Slash letter sounds read incorrectly. What do I do if the student hesitates for 3 seconds when reading sound-by-sound? Say the sound, slash the letter, and, if necessary, point to the next letter and ask, “What sound?” What do I do if the student hesitates for 3 seconds when reading word-by-word? Say the word, slash the word and, if necessary, point to the next word and ask, “What word?” What do I do if the student reads sounds out of order when reading sound-by-sound? If the student points correctly to the sounds, score as correct. What do I do if the student reads sounds out of order when reading word-by-word? Score as incorrect.

37 © 2007, Dynamic Measurement Group NWF Summary Start timer after you say “Begin.” Correct (underline letter(s) or word) Incorrect (slash letter) Incorrect (leave blank) Says correct sound for letter Correctly blends letter sounds Reads word correctly Pronounces sound incorrectly due to articulation delay/dialect/different first language Says incorrect sound for letter Incorrectly blends letter sounds Reads word incorrectly Hesitates for 3 seconds on letter or word Adds sound Omits sound Self-correct: Write “SC” above letter(s)/word and score as correct. Skips row: Draw a line through the entire row and do not count. Discontinue rule: No letter sounds correct in the first five words. Three-second Rule: Name the letter/word, score as incorrect (slash) and, if necessary, point to the next letter/word and ask, “What letter/word?” Sound order: Letter sounds correctly named in isolation but out of order are correct. Blended letter sounds must be in correct order to be counted as correct.

38 © 2007, Dynamic Measurement Group Contact Information Arnetta Imes, Lead Academic Coach –Office of Curriculum, Instruction and Teacher Development Lyn Bauer, School Growth Specialist –Office of Curriculum, Instruction and Teacher Development Donna Orenstein, Lead Assessment Coach –Office of Assessment Renee Queen Jackson, Lead Academic Coach –Office of Early Childhood


Download ppt "© 2007, Dynamic Measurement Group DIBELS The School District of Philadelphia Office of Assessment Office of Curriculum, Instruction and Teacher Development."

Similar presentations


Ads by Google