Curriculum Based Evaluation in Reading Gary L. Cates, Ph.D.

Decoding AKA Reading Carnine: – Teachers need right materials – Teachers need right training Adams – Code instruction with meaning better for ALL readers Rate of Decoding is essential in understanding differences in effects of various reading methods.

Important Points Perceptual Processes: They matter very little. Early Reading Skills: Teach older kids that do not have early literacy skills these skills? Reading Levels: within text, across curricula – What about Grade Equivalents? The right question: What skill does the student need to learn?

Error/Miscue Analysis Variable empirical support Problem with Operational Definitions Should be an appropriate error sample (i.e. must make enough errors – 80-85%)

Pre-reading readiness Book Orientation Sentence, word, letter boundaries, Letter names Symbol recognition? Word recognition Word/sentence manipulation: Rain/Bow Segementing, rhyming, blending,

Hypothesis: Won’t do Provide reinforcer for reading accurately (50% increase?)

Hypothesis: Error not important to meaning Tally errors and get percent of words that violate meaning (i.e. would give you a different sentence understanding). Shouldn’t be out of specified range.

Hypothesis: Code Structure is the issue Read a passage and note errors. Errors related to pattern in words? Be sure to base this on opportunity for error not just percentage of errors.

Hypothesis: Word Substitutions are? Related to phonics? – Misses phonetically regular portions of words – Can’t read non-sense words Not related to phonics? – Provide assisted self-monitoring – Maybe not a problem (Check if affects to meaning)

What do you do about these issues? Stay tuned for reading intervention coverage

CBE: Comprehension

Let’s Change our Thinking Comprehension is a complex process Let’s talk about how a reader “reacts” to their reading. – Answering questions, retelling, paraphrasing, cloze, maze, t/f etc.

9 Causes of Comprehension Failure These are 9 things that a good reader does that a poor reader doesn’t. If you want a cool round number (the top “10” reasons) the 10 th is Insufficient reinforcement.

Strategies of Comprehension Monitor for meaning and self-correct Selective attention to text: Skimming, going over closely Adjust for Text Difficulty: Change rate, rereading, highlighting Connect with Prior Knowledge: Clarify: Figure it out in some way to make it make sense (Ask for help?; Google)

Enablers of Comprehension Decoding: 140 wcpm (after 3 rd grade) Vocabulary (Semantics) – 70% of the variability! – Definitions – Determining Word Meaning Grammar (Syntax): Rare, but could be ESL Prior Knowledge