Administration and Scoring Letter Naming Fluency (LNF) 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 Letter Naming Fluency (LNF) Welcome to the Video Training on the Administration and Scoring of Letter Naming Fluency. This is one of a series of 6 power point presentations that will guide you through each component of the DIBLES measures. © 2007, Dynamic Measurement Group

Letter Naming Fluency (LNF) Big Idea: Benchmark Goal: Assessment Times: - NONE - No Benchmark Goal: Use local norms - Kindergarten: - Fall, winter, spring - First Grade: Fall Each measure identifies a Big Idea in Reading, which is the focus skill, the benchmark goal and assessment times per grade. © 2007, Dynamic Measurement Group

Letter Naming is an Added Measure of Risk There is no benchmark goal for Letter Naming Fluency. LNF serves as an indicator of risk in conjunction with scores on other DIBELS® measures. Use local percentiles to determine risk. Read bullets 1 and 2 DO NOT READ BULLET 3 © 2007, Dynamic Measurement Group

Materials Palm Pilot Pencil-Paper Scoring booklet Student booklet Materials needed for Non Reading First schools include a Scoring booklet (1 for each student), student booklet (1 for each teacher) clipboard, stopwatch and pen or pencil. Materials for Reading First Schools include a Palm Pilot (1 for each teacher) and Student booklet ( 1 for each teacher) Palm Pilot Pencil-Paper Scoring booklet Student booklet Clipboard Stopwatch Pen or pencil Palm Pilot Student booklet © 2007, Dynamic Measurement Group

Letter Naming Fluency (LNF) Examiner shows the student the page of letters. Student says the names of the letters. Score: Number of letters correctly named in 1 minute. Read slide © 2007, Dynamic Measurement Group

Directions for Administration Place the scoring booklet on the clipboard and position so that the student cannot see what you record. Place the page of letters (student materials) in front of the student. Non Reading First Schools, please follow these step by step directions to administer Letter Naming Fluency. Read slide © 2007, Dynamic Measurement Group

Directions Say these specific directions to the student: Here are some letters (point). Tell me the names of as many letters as you can. When I say “begin,” start here (point to first letter), and go across the page (point). Point to each letter and tell me the name of that letter. If you come to a letter you don’t know I’ll tell it to you. Put your finger on the first letter. Ready, begin. Look at this sample of specific directions you would read to your students. © 2007, Dynamic Measurement Group

Directions Start your stopwatch. Follow along on the score sheet in the test booklet. Put a slash (/) through letters named incorrectly (see scoring procedures). At the end of 1 minute place a bracket (]) after the last letter named, say “Stop” and stop your stopwatch. Add the number of letters named correctly. Record number on the bottom of the scoring sheet. Read slide © 2007, Dynamic Measurement Group

Wait Rule for LNF: 3 Seconds Maximum time for each letter is 3 seconds. If the student does not name the next letter within 3 seconds, score the letter incorrect (i.e., slash the letter). Say the correct letter and, if necessary, point to the next letter and say, “What letter?” There are some general rules to follow when scoring. There is a 3 second wait rule. If the student does not name the next letter within 3 seconds, score the letter incorrect. Look at the sample on the screen. LETTERS STUDENT SAYS PROMPT SCORING PROCEDURE T L s U I g W r “t” (3 sec) “I” “g” (3 sec) “L (point to s) What letter?” “W (point to r) What letter?” t L s U © 2007, Dynamic Measurement Group

Discontinue Rule: First 10 Letters If the student does not get any correct letter names within the first 10 letters (1 row), discontinue the task and record a score of zero (0). Let’s take a look at the discontinue rule. © 2007, Dynamic Measurement Group

Prompting Rule If the student provides the letter sound rather than the letter name, say, “Remember to tell me the letter name, not the sound it makes.” This prompt may be provided once. You may prompt a student one time. © 2007, Dynamic Measurement Group

Directions for Scoring Slash (/) any letter that the student omits or names incorrectly. Letters named correctly are not marked. Read slide © 2007, Dynamic Measurement Group

Scoring Examples: Slash Incorrect Letters Substitutions A letter is incorrect if the student substitutes a different letter for the stimulus letter (e.g., “B” for “D”). LETTERS STUDENT SAYS SCORING PROCEDURE CORRECT LETTERS T D s U T D s U “t…b…s…u” “t…d…g…o” t D s U 3/4 2/4 A letter is incorrect if the student substitutes a different letter for the stimulus letter. Look at the sample on the screen. © 2007, Dynamic Measurement Group

Scoring Examples: Slash Incorrect Letters Omissions A letter is incorrect if the student omits the letter. A letter is incorrect if the student omits the letter. Look at the sample on the screen. LETTERS STUDENT SAYS SCORING PROCEDURE CORRECT LETTERS T D s U T D s U “t…s…u” “t…u” t D s U 3/4 2/4 © 2007, Dynamic Measurement Group

Note Self Correct If a student makes an error and corrects him or herself within 3 seconds, write “SC” above the letter and do not count it as an error. Read slide © 2007, Dynamic Measurement Group

Note Similar Letters The upper case letter “I,” and the lower case letter “L” are difficult or impossible to distinguish. A response of either “I” or “L” is scored as correct. Look at the sample on the screen in scoring similar letters. LETTERS STUDENT SAYS SCORING PROCEDURE CORRECT I D s l “l..d..s..l” I D s l 4/4 © 2007, Dynamic Measurement Group

Note Skips Row If a student skips an entire row, draw a line through the row and do not count the row in scoring. Read slide © 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: The student consistently says /th/ for /s/ and pronounces “thee” for “see” when naming the letter “C.” A student is not penalized for imperfect pronunciation due to dialect, articulation of different first language. Look at the example shown. LETTERS STUDENT SAYS SCORING PROCEDURE CORRECT LETTERS c D s U “thee…d…eth..u” 4/4 © 2007, Dynamic Measurement Group

Final Score: Scoring Page Add number of correct letters named up to bracket. Record total number of letters correctly named in space provided in lower right hand corner of scoring page. Read slide Click after the word Bracket Click after the word Record 35 © 2007, Dynamic Measurement Group

Final Score: Benchmark Assessment 35 Transfer total number of correct letters named from scoring page to front of benchmark assessment booklet. Read slide Once the assessment is scored, student scores should be entered on the DIBELS data on-line system to track student progress and generate automated reports. For additional instructional support, please refer to the Strategic Interventions for DIBELS that can be found in the Office of Curriculum and Instruction’s Making Sense of the Literacy Curriculum © 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 child 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. Accommodations are permitted if they are written in the Assessment Section of the IEP © 2007, Dynamic Measurement Group

Accommodations for LNF Specific to LNF Large print Colored overlay Braille Use marker or ruler to keep place Read slide © 2007, Dynamic Measurement Group

LNF Review How do I mark a letter incorrectly named? Slash the letter. How do I mark a correct letter? Leave blank. What do I do if a student hesitates for 3 seconds? Name the letter and slash it. If necessary, point to the next letter and say, “What letter?” What do I do if a student skips an entire row? Draw a line through the entire row and do not count it. Please take a few moments to read the Letter Naming Fluency Review and Summary slides. Click for each bullet © 2007, Dynamic Measurement Group

LNF Summary Start timer after you say “Begin.” Correct (leave blank) Incorrect (slash letter) Names correct letter Mispronounces letter due to articulation delay/dialect/different first language Names upper case i and/or lower case L as either i or L Names incorrect letter Hesitates for 3 seconds Omits letter Self-correct: Write “SC” above letter and count as correct. Skips row: Draw a line through the entire row and do not count. Prompt: Remember to tell me the letter name, not the sound it makes. Three-second Rule: Say the correct letter name and slash the letter. If necessary, point to the next letter and say, “What letter?” Discontinue Rule: No correct letters in the first row. © 2007, Dynamic Measurement Group

Contact Information Arnetta Imes, Lead Academic Coach Office of Curriculum, Instruction and Teacher Development aimes@phila.k12.pa.us Lyn Bauer, School Growth Specialist mbauer@phila.k12.pa.us Donna Orenstein, Lead Assessment Coach Office of Assessment dorenste@phila.k12.pa.us Renee Queen Jackson, Lead Academic Coach Office of Early Childhood rqueenjackson@phila.k12.pa.us This has been the Video Training for Letter Naming Fluency. Please review additional components from this series that are appropriate for your grade level. Contact information is listed on the screen © 2007, Dynamic Measurement Group