1. SPC ED 587 Assessment II (NOTE: All the material in this handout is from the work of Drs. Karen Erickson & Stephanie Spadorcia.) Sept. 13, 2006

2. “Adapted” Use of IRI Use the Word Lists to assess Word Identification Use narrative and expository passages to assess Silent Reading Comprehension (Print Processing) Use narrative and expository passages to assess Listening Comprehension You will end up with THREE scores to compare. All the material in this handout is from the work of Drs. Karen Erickson & S tephanie Spadorcia.

3. Question you are asking: –What is preventing this student from reading with comprehension one level higher? Step I: Assessment Compare student’s performance across: –Word Identification, –Listening Comprehension and –Silent Reading Comprehension All the material in this handout is from the work of Drs. Karen Erickson & S tephanie Spadorcia.

4. Assessing Word Identification Automatic Word Identification (Flash): –Assessed using words from graded word lists printed on index cards. –Words are flashed for less than 1/4of a second. –1 point for each word read when flashed. Mediated Word Identification (Analysis): –Assessed using words that were not read accurately in the flash mode. –Students can look at word for 3-5 seconds. –1/2 point for each word read with analysis. 17/20 (80-85%) point total = go on to next level.

5. Word Identification Assessment Modification for Students with Complex Communication Needs Use Words –Provide 4 words that are visually similar to target word. –Say, but don’t show, the target word. –Ask, “Show me the word I just said.” –Problem: you provide speech, and student links it to print rather than the reverse which children without disabilities are doing. –Better than nothing! All the material in this handout is from the work of Drs. Karen Erickson & S tephanie Spadorcia.

6. Assessing Language Comprehension: Listening Comprehension Assess using graded passages from the Informal Reading Inventory. Read a graded passage aloud to the student (NOT the same one as used for assessing reading comprehension) Ask the student questions orally about the passage; write down the child’s oral responses Go up and down levels until you reach the highest level at which student is 80% accurate in answering questions. All the material in this handout is from the work of Drs. Karen Erickson & S tephanie Spadorcia.

7. Silent Reading Comprehension Assess using graded passages from the Informal Reading Inventory. Ask student to read the passage “to yourself” Take the passage away from the student when finished reading Ask the student questions orally and you write down the child’s oral responses Go up and down levels until you reach the highest level at which student is 80% accurate with questions. All the material in this handout is from the work of Drs. Karen Erickson & S tephanie Spadorcia.

8. Now What? Step 2 Analyzing your assessment results Determine the strength area. –Word ID is highest = then it is the strength –Listening Comprehension is highest = language comprehension is strength –Silent reading comprehension is highest = print processing is the strength. Tie –SRC is involved, print processing is strength; if SRS is not involved, WID is strength All the material in this handout is from the work of Drs. Karen Erickson & S tephanie Spadorcia.

9. Now What? Step 2 Analyzing your assessment results Determine what is keeping child from reading with comprehension one level higher: –Word identification –Language comprehension –Print Processing Plan instruction based on answer to this question All the material in this handout is from the work of Drs. Karen Erickson & S tephanie Spadorcia.

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11. Listening/Reading Comprehension Assessment Modifications Write multiple-choice answers to IRI questions. –Difficulty is determining plausible, but not confusing, alternatives. –Read the comprehension questions aloud and then read possible responses aloud. –Ask, “Show me the best answer.” Student can point to, verbally repeat, eye point, etc to correct answer. All the material in this handout is from the work of Drs. Karen Erickson & S tephanie Spadorcia.

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