1. Reading Screenings For SLD Qualification
Instructor: Robert Frantum-Allen Course: Assessment of Special Needs

2. Objective
The participants will be able to collect screening data on reading to assist in building a body of evidence and to determine the focus for intervention to determine if a study qualifies for a reading SLD.

3. DPS Framework Overview for Effective Teaching Connections
I.6 Provides differentiation that addresses student’s instructional needs and supports mastery of content/language objectives(s)

4. Webinar Basics
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5. http://dpsspedscreeners.wiki spaces.com/
Screeners Website
spaces.com/
This is a secure site so you will need to become a member. Just request membership.

6. Screeners
Diagnostic Screeners- A series of short tests that when combined (body of evidence) give you an idea of what is happening.
Rosner, PA inventory,
spelling, core phonics,
RAN, ORF, STAR
Screeners to determine risk- Academic or behavior thermometers that are broad measures of health – most can be used as a part of a body of evidence in making diagnostic decisions
ORF

7. Why Screen?
1. Determine risk- 2.To drive your instruction (General education, differentiation) 3. To determine the intervention (RTI) 4. To develop your specially designed instruction if eligible for Special Education

8. Spelling Inventory
Hints at basic reading/writing skill concerns, phonological processing, orthographic processing, processing speed, and working memory

9. Is this skill necessary? Let’s look at the State Reading Standards
Grade Level
Expectation
5th grade: Knowledge of Morphology and word relationships matters when reading
-uses combined knowledge of all letter-sound correspondences, syllabication patters, and morphology to ready accurately unfamiliar multisyllable words in context and out of context
4th grade: Knowledge of complex orthography, morphology and word relationships to decode multisyllabic word contributes to better reading skills
3rd grade: Increasing word understanding, word use, and word relationships increases vocabulary
-knows and applies grade-level phonics and word analysis skills in decoding words
2nd grade: Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology
Indicate in this section that decoding and encoding are both necessary skills to master word level reading. Students who can encode more and likely can decode. Encoding involves knowledge or spelling patterns which is necessary for accurate decoding.

10. MAJOR Psychological Processors that influence the decoding/encoding aspects of language
Orthographic Processing
Phonological Processing
Processing
Speed
Working
Memory
Executive Function
Short Term Memory

11. Analysis of Spelling Errors
Spelling errors are a rich source of information about language processing (Masterson and Apel, 2000)
Substitution, omitting or changing the order of sounds in a word
Weak phonological skills
Strong phonological awareness and having trouble remembering letter and letter patterns.
Weak orthographic skills
Lacks stable spelling in multiple syllable or multiple morpheme words
Weak morphological and/or syllable skills
Masterson, J., and Apel, K. (2000) Spelling assessment: charting a path to optimal intervention. Topics in Language Disorders, 20(3), 50-66

12. Grading a Spelling Inventory
Clues about their psychological processing ability and/or instruction received
-Emergent to Letter name- possible phonological/orthographic processing errors
-Syllable and Affixes and Derivational Relations might hint at lack of morphological and syllable knowledge and might indicate a masked phonological/orthographical processing errors
What is their stage of spelling development?
-Emergent (Grade pre-k to middle of 1)
-Letter Name (Grade K to middle of 2)
-Within Word Pattern (Grade 1 to middle of 4)
-Syllables and Affixes (Grade 3-8)
-Derivational Relations (Grade 5-12)
Clues about their psychological processing ability and/or instruction received
-After 3rd grade, if more than 50% of the errors are phonological in nature then there might be a possible phonological processing concerns
-After 3rd grade, if more than 50% of the errors are orthogprahic with few phonological errors then possible orthographic processing or lack of instruction in spelling
-If morpheme spelling are inconsistent then possible lack of instruction in morphology
2. Error Analysis to determine the number of phonological (disphonetic) and/or orthographic errors.
-1-3rd grade phonological and orthographic errors are expected based on the instruction and experience of this age group
-After 3rd grade phonological errors should be greatly reduced

13. Directions
give the screeners just like you give a spelling test, however students do not study the words.
say the words two times clearly, without emphasis on a particular sounds or syllable
you do not need to use them in a sentence (we are not looking at their word context skills, just their phonological/orthographic, syllable and morphological skills)
if it looks like a student is stuck at a level, consider stopping but make sure you have enough words to analyze for phonological or orthographic erros.

14. Determine the Stage of Spelling Development
This puts him at the letter name-early stage
for each correct feature
-Circle the incorrect feature
-total only the words asked to spell
Final consonant is mostly right
Began to make mistakes with short vowels
What was the latest skill they got mostly right? When did they start to miss the critical feature?

15. What stage is this child at?

16. Determining the type of errors
Spelling
Word
Phonoloigcal
Orthographic
Sal
Sell
Les
Less
Forck
Fork
Sip
Slip
smop
Shop
Cond
Coin
Flot
Float
Driv
Drive
Spoon
spon

17. Examples Alan 3rd Grade

19. What does Alan’s spelling inventory tell us…
Most of his errors are orthographic- he doesn’t have a phonological processing problems
The type of orthographic errors are expected for his grade level based on what is expected for 3rd grade according to the state standards
He needs instruction on long vowel spellings, variant vowels, inflectional morphemes and unaccented final syllables

20. Jean 5th Grade

22. What does Jean’s spelling inventory tell us
For a 5th grader Jean has a profound phonological processing disorder, which is why she is not able to connect phonemes and graphemes
She cannot distinguish long and short vowel sounds and spelling
She might be lacking some instruction beyond the 26 letters of the alphabet, needs instruction in digraphs and vowel teams
Relative strength with consonant blends

23. Rosner Test of Auditory Analysis Blevins Phonological Awareness Inventory
Hints at Working Memory and Phonological Processing

24. Is this skill necessary? Let’s look at the State Reading Standards
Grade Level
Expectation
K grade: Decoding words in print requires alphabetic recognition and knowledge of letter sounds
-Demonstrates an understanding of spoken words, syllables and sounds (phonemes)
-Recognizes and produces rhyming words
Sounds, pronounce, lend and segment syllables in spoken words
Add or substitute individual sounds in simple, one-syllable words
Indicate in this section that decoding and encoding are both necessary skills to master word level reading. Students who can encode more and likely can decode. Encoding involves knowledge or spelling patterns which is necessary for accurate decoding.

25. Phonological Processing
MAJOR Psychological Processors that influence the decoding/encoding aspects of language
Phonological Processing
Processing
Speed
Working
Memory
Executive Function
Short Term Memory
sound loop

26. Follow the directions on the sheet
Follow the directions on the sheet. Count the total number of correct responses (don’t count samples A and B). Determine the grade level of functioning.
Any student beyond 3rd grade level is at risk for possible phonological processing difficulty.

27. Follow the directions on the sheet
Follow the directions on the sheet. You will need pictures for the oddity task.
With the CCSS, students are receiving instruction in phonological awareness. This good instruction can sometimes mask an underlining phonological processing disorder when they are asked to do more cognitively demanding tasks such as reading multiple syllable words.

28. Alphabetic Principle
Hints at orthographic and phonological processing, morphological awareness, working memory and processing speed.

29. Is this skill necessary? Let’s look at the State Reading Standards
Grade Level
Expectation
5th grade: Knowledge of Morphology and word relationships matters when reading
-uses combined knowledge of all letter-sound correspondences, syllabication patters, and morphology to ready accurately unfamiliar multisyllable words in context and out of context
4th grade: Knowledge of complex orthography, morphology and word relationships to decode multisyllabic word contributes to better reading skills
3rd grade: Increasing word understanding, word use, and word relationships increases vocabulary
-knows and applies grade-level phonics and word analysis skills in decoding words
2nd grade: Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology
Indicate in this section that decoding and encoding are both necessary skills to master word level reading. Students who can encode more and likely can decode. Encoding involves knowledge or spelling patterns which is necessary for accurate decoding.

30. MAJOR Psychological Processors that influence the decoding/encoding aspects of language
Orthographic Processing
Phonological Processing
Processing
Speed
Working
Memory
Executive Function
Short Term Memory

31. Follow the directions on the test
Follow the directions on the test. Instructions indicate if the skill is of a concern if not 100% mastered.
Look for a correlation between this test and the spelling inventory. They should match up pretty closely.

32. Follow the directions on the test
Follow the directions on the test. Give this only to 4th grade and above. 4th grade is when morphological skill development is taught according to the CCSS.
Look for a correlation between this test and the spelling inventory if you were able to spell words in the syllable, affixes and the derivational relations stages. They should match up pretty closely.

33. Interpreting the basic reading skills body of evidence

34. Informal assessments that suggest a Phonological or Orthographic Processing Disorder
Phonological Processing
Core Phonics and LETRS Morphologic Survey
Words their Way Spelling Inventory
Blevins PA Assessment
Rosner
Alphabetic Knowledge
Determine Orthographic vs Phonological errors

35. Interpreting Assessments to determine possible phonologic and orthographic processing disorders
Struggles with segmenting, blending and manipulation
High number of phonological errors on a spelling test
Cannot read non-sense words and multiple syllable words
More and likely has a phonological processing disorder

36. Targeted Assessment
If you suspect phonological awareness based on the screeners and after you have done an intervention and progress monitoring then do one of the following
CTOPP Phonological Awareness and Phonological Memory Subtests
WIAT III Early Reading Skills Subtest
WJ III Sound Awareness Subtest

37. Targeted Assessment
If you suspect Orthographic deficit based on the screeners and after you have done an intervention and progress monitoring then do one of the following
WIST (Sound-Symbol Subtest, Spelling Subtests)
WIAT III Pseudoword Decoding Subtest
WJ III Word Attack Subtest

38. Intervention Phonological
Direct, explicit, systematic, multisensory , mastery based instruction
Content: phonology- speech sounds, rhyme, blending, segmenting and manipulation.
Orthographic
Content: Phonics- phoneme grapheme, spelling, syllable types, morphology

39. Fluency Measures
Hints at processing speed, orthographic and phonological processing, and working memory

40. Is this skill necessary? Let’s look at the State Reading Standards
Grade Level
Expectation
4th grade: Comprehension and fluency matter when reading literary, informational and persuasive text in a fluent way
Use range of reading and complexity of text to read familiar text orally with fluency, accuracy, and prosody.
3rd grade: Fluent reading depends on specific skills and approaches to understanding strategies when reading literary and informational text
2nd grade: Fluent reading depends on specific skills and approaches to understanding strategies when reading literary and informational text
Read with sufficient accuracy and fluency to support comprehension
Reading grade level text orally with accuracy, appropriate rate, and expression
1st Grade: Comprehending and fluency reading a variety of text are beging traits of readers
Indicate in this section that decoding and encoding are both necessary skills to master word level reading. Students who can encode more and likely can decode. Encoding involves knowledge or spelling patterns which is necessary for accurate decoding.

41. Have the child name the colors on each page (two pages)
Have the child name the colors on each page (two pages). Use a stopwatch to calculate the time it takes for them to name the colors. Add the RAN 1 and RAN 2 to determine a score.

42. RAN Norms
Have the child name the colors on each page. Use a stopwatch to calculate the time it takes for them to name the colors. Add the RAN 1 and RAN 2 to determine a score.
Total number of seconds
Grade level
>111
< K
111-95 K
84-76
1st grade
75-67
2nd grade
66-64
3rd grade
63-59
4th grade
58-52
5th grade
51-49
6th grade
48-46
7th grade
45-40
8th grade
<40
9th grade +

43. Student reads a one minute passage at grade level and at instructional level.
-Looks at accuracy and speed
-Hints at processing speed, orthographic/phonological processing
-Highly correlated to reading comprehension (correlation NOT causation)

44. Sight words assessment and general idea of reading grade level

45. Ability to rapidly name the most common words.

46. Interpreting the reading fluency skills body of evidence

47. Informal assessments that suggest a Naming Speed Processing Disorder
ORF
Fry Sight Words/San Diego Quick
RAN
Speed
Accuracy
Rapidly reads the words with out decoding
Color or object naming
Independent of words

48. Interpreting Assessments to determine possible processing speed issues
FAST and INACCURATE:
-Possible decoding issues and misplaced in a reading fluency intervention
FAST and ACCURATE:
-expected outcome for a child with good reading skills
ORF/FRY Sight Words
SLOW and INACCURATE:
-Possible processing speed issues and decoding issues (dual deficit)
SLOW and ACCURATE:
-Possible processing speed issues
Below norm: possible processing speed
Rapid Automatic Naming of NON –Words

49. Targeted Assessment
If you suspect Reading Fluency deficit based on the screeners and after you have done an intervention and progress monitoring then do one of the following
CTOPP Rapid Naming Subtests
TOWER
TOSWRF
GORT Fluency Subtests
WIAT III Oral Reading Fluency
WJ III Reading Fluency Subtest

50. Processing Speed Repeated Readings Fluency Drills Echo Reading
Intervention
Processing Speed
Repeated Readings
Fluency Drills
Echo Reading

51. Language Comprehension
Hints at oral language processing and reasoning

52. Is this skill necessary? Let’s look at the State Reading Standards
Isn’t reading
comprehension
the ultimate goal?
Grade Level
Expectation
12th grade: Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
Analyze how an author’s choice concerning how to structure specific parts of the text contribute it is overall structure and meaning as well as aesthetic impact.
Indicate in this section that decoding and encoding are both necessary skills to master word level reading. Students who can encode more and likely can decode. Encoding involves knowledge or spelling patterns which is necessary for accurate decoding.

53. MAJOR Psychological Processors that influence the decoding/encoding aspects of language
Oral Language Processing
Word Meaning Memory
Word Context Processing
Imagery- mental model
Working
Memory
Executive Function
Short Term Memory

54. Broad oral language measures
-student generates the opposite word
-has grade level norms

55. Interpreting the language comprehension body of evidence

56. Informal assessments that suggest a Language Comprehension Disorder
Reading Level
Critchlaw Verbal Language Scales or Speech Language Assessment
Core Written Vocabulary Screener
DRA or SRI
Relative level compared to grade peers
Oral Comprehension Ability
Comprehension of Written Comprehension

57. Interpreting Assessments to determine possible language comprehension concerns
the root cause of reading comprehension is likely due to another processing disorder.
the child has reached target for oral language skill development
then If

58. Targeted Assessment
If you suspect vocabulary deficit based on the screeners and after you have done an intervention and progress monitoring then do one of the following
Peabody Picture Vocabulary Test (SLP only)
Expressive One Word Vocabulary Test (SLP only)
Receptive One Word Vocabulary Test (SLP only)
WJ III Reading Vocabulary Subtest

59. Targeted Assessment
If you suspect reading passage comprehension deficit based on the screeners and after you have done an intervention and progress monitoring then do one of the following
WIAT III Reading Comprehension Subtest
Nelson-Denny
TORC
GORT
WJ III Passage Comprehension Subtest

60. Language Comprehension
Intervention
Vocabulary
Direct instruction in vocabulary
Books on tape
Language Comprehension
Guided Reading

61. Phonological Awareness (Blevins, Rosner and Words their Way)
Alphabetic Principle
(Core Phonics, Words their Way, LETRS Morphological Awareness)
Case Study for
Morphology: recommended
# of phoneme errors on spelling test: 8/22
Name: Andy
Letter names and sounds: 52/52
Short vowels:: 5/6
Consonant Blends with short vowels:
Short vowels, digraphs, and trigraph: 10/12
R-Controlled vowels: 2/6
Long vowels spellings: 0/6
Variant Vowels: 1/6
Low frequency vowel and consonant spellings
Multisyllabic words: recommended
Rosner Auditory Analysis: 1st Grade level
Rhyme: 3/3
Oral Blending:4/5
Oral Segmentation: syllables 0/6
Phonemic
Manipulation Delete 4/4
# of Orthographic errors on spelling: 14/22
ORF Rate: 7 wpm
Reading Level: DRA SRI- O, DRA 10
ORF Accuracy: 12 errors
Oral Language Vocabulary:
Picture 7th grade
Color naming RAN: 2nd grade
Site Words: 85/100
Reading Vocabulary: recommended
Other: 6th Grade SLD Basic, Fluency, Comprehension, Calculation and problem Solving English, attention issues; skater attitude and approach to life; history of reading problems in the family; parents always looking for magic cures; spend with dad rummaging dumps for treasures
Vocabulary and Comprehension (DRA/SRI and Critchlaw)
Fluency (ORF, Fry and RAN)

62. Questions