1. Reading Assessment: GORT- 4 (Gray Oral Reading Test -4)
By: Susan Zirpoli
3/24/11
For the great teachers at
South Carroll High School
Add WIST to list.
QRI.
fab 5 – Monday to put on notice and discuss further at Feb. 2nd meeting.

2. WHAT IS YOUR QUESTION? Why are you assessing?
What component of Reading are you assessing?
Remember: Tests do not diagnose- people do.
+ IT TAKES A TEAM
Use multiple assessments to diagnose.
Don’t forget classroom performance, screening, IRIs, running records, classroom observation, other?
Work on this slide a lot
Dyslexic/Reading Disability Profile Remember: We do not diagnose dyslexia-
FIND A QUOTE THAT SUPPORTS THIS
More time for instruction, less time for testing.

3. Phonemic Awareness Phonics Fluency Vocabulary Comprehension
Reading Assessment Handout: Special Education Matrix Organized by the Big 5
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
National Reading Panel (2000)
Give handout to participants. This is also available on the spec. ed. wiki- coming.

4. Grey Oral Reading Test-4 (GORT-4)
Fluency
Comprehension

5. GORT 4: Test Administration
1:1
Grades 1-12
Time: minutes
Ceilings: 2 separate
1 for fluency - Timer needed.
1 for comprehension
Easy to give. Tricky to score due to 2 ceilings.
Bring a couple of timers

6. WHY: GORT- 4 Norm-referenced, reliable and valid test of Oral Reading
RATE
ACCURACY
FLUENCY (Rate + Accuracy)
COMPREHENSION
OVERALL READING ABILITY
(Combination of student’s Fluency & Comprehension Scores)

7. PURPOSE ID students with Problems – pg. 4
Determine Strengths & Weaknesses – pg. 4
Document Progress – pg. 5
2 equivalent forms available
Research

8. ADMINISTRATION
Practice Essential - (test your child, the neighbor, the dog- get comfortable before testing students)
READ THE MANUAL (place post-its to parts you need to access quickly)
Validity/Reliability based on standard administration- don’t deviate from the script.

9. MATERIALS NEEDED Timer
Tape Recorder (highly recommended- especially for analysis of miscues)
Manual
Student Book (contains stories that the student reads)
Profile/Examiner Record Booklet

10. THIS IS WHAT MAKES IT A STANDARDIZED TEST.
TEACHER DIRECTIONS pg.15
Place post-its in technical manual.
This is especially important where verbatim teacher directions are given.
THIS IS WHAT MAKES IT A STANDARDIZED TEST.

11. General Scoring
Time- indicate time in seconds at the end of each passage.
Deviation from Print- the # of errors or miscues. These include:
Substitutions
Additions
Omissions
Comprehension Score-# correct
Converting Time & Deviations from Print to Rate and Accuracy

12. MARKING DEVIATIONS FROM PRINT pg. 17
READ THIS PAGE CAREFULLY
What counts as an error:
Substitutions
Additions
Omissions

13. MARKING MISCUES See page 17- slashes More in-depth analysis – pg. 19
MISCUE MARKING SYSTEM

14. PRACTICE Administration
Let’s use Story 5 from Form A
Mark errors with slashes while I read.
Don’t forget timer and tape recorder
Practice Scoring:
Rate, Accuracy, Fluency and Comprehension.
Handout Story 5 from protocol book – Blue Jay Story
I read-
Someone times- set timer.
Use tape recorder
They will use slashes to mark errors
Check

15. This is optional but assists with instructional recommendations.
Miscue Analysis
Story 5 & 6 exemplars
Note miscue marking system while I read stories.
Now look at Sample 2 Form –
Miscue Analysis Worksheet
This is optional but assists with instructional recommendations.
I’ll read and you can see how we mark the miscues.
Now look at the Sample 2 Form B.

16. Miscue Analysis informs instruction
Meaning Similarity
Function Similarity
Graphic/Phonemic Similarity
Multiple Sources
Self- Correction
(Guidelines for scoring -

17. BASALS & CEILINGS pg. 11-15 NOTE: THIS IS IMPORTANT!!!!!
2 separate Basals & Ceilings:
Comprehension
Fluency

18. COMPREHENSION– pg. 11 (Basals & Ceilings)
Establish ceiling first. Then go back to establish basal.
Basal – answers all 5 comprehension questions correctly.
Ceiling - misses 3 out of 5 comprehension questions or until the last story is read.

19. FLUENCY– pg. 13 (Basals & Ceilings) pg.
Basal –When the fluency score for a story is 9 or 10
Ceiling –When the fluency score for a story is 2 or less.
Remember: Fluency is derived by adding Rate + Accuracy

20. PRACTICE SCORING Student: Fancy Free Compute Age
Where is basal/ceiling fluency?
Where is basal/ceiling comprehension?
Compute Raw Scores
Standard Scores, Percentile Ranks
Sum of Fluency and Comprehension SS
%ile
Oral Reading Quotient (ORC)
Do self, then with partner, share with group.

21. HOW DID FANCY DO? Standard Scores – subtests/total? %ile Ranks
What does this mean?
Strengths/Weaknesses?

22. HAPPY TESTING!

23. Thank You!