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Reading Assessment: GORT- 4 (Gray Oral Reading Test -4)

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Presentation on theme: "Reading Assessment: GORT- 4 (Gray Oral Reading Test -4)"— Presentation transcript:

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.

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

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

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

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 -

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?


23 Thank You!

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