1. Language and Literacy Assessments for Students Who Are Deaf/Hard of Hearing GDEAF – 2004 Macon, GA

2. Assessments for External Audiences Provides data to people and organization beyond the classroom and building level Provides data to people and organization beyond the classroom and building level Used to compare programs, school divisions within a state, or even states themselves Used to compare programs, school divisions within a state, or even states themselves Not administered at the discretion of the teacher Not administered at the discretion of the teacher Used for school accountability Used for school accountability

3. Assessments for Internal Audiences Used to gather information about students that will be of direct, immediate use to the teacher herself or himself. Used to gather information about students that will be of direct, immediate use to the teacher herself or himself. Used to organize, plan, and evaluate instruction Used to organize, plan, and evaluate instruction For the student’s benefit: For the student’s benefit: –Recognition of achievements –Setting of goals For the teacher’s benefit: For the teacher’s benefit: –Where to begin instruction –What to review –When to intoduce new material –How to group students

4. Language Assessments The MacArthur Communicative Development Inventory: Words and Sentences The MacArthur Communicative Development Inventory: Words and Sentences –Distributed by Paul H. Brookes Publishing Co. »1-800-638-3775 »www.brookespublishing.com www.brookespublishing.com

5. Literacy Assessments Formal Measures Formal Measures Running Records Running Records Informal Reading Inventories Informal Reading Inventories Checklists & Inventories Checklists & Inventories –Stages of Literacy Checklist »Martha French, –Literacy Assessment: A Handbook of Instruments »Edited by Lynn K. Rhodes, Heinemann, 1993

6. Formal Measures Criterion-Referenced Tests Criterion-Referenced Tests Achievement Tests Achievement Tests –Peabody Individual Achievement Test, Revised Ed. (PIAT-R) –Wide Range Achievement Test, 3 rd Ed. (WRAT-3) Diagnostic Tests Diagnostic Tests –The Woodcock Reading Mastery – Revised –Gray Oral Reading Tests, 3 rd Ed.

7. Informal Reading Inventories Basic Reading Inventory 5 th Edition Basic Reading Inventory 5 th Edition –Jerry L. Johns; Kendall/Hunt, 1997 Qualitative Reading Inventory II Qualitative Reading Inventory II –Lauren Leslie & Joanne Caldwell; Wesley Longman, 1995 Stieglitz Informal Reading Inventory 2 nd Ed. Stieglitz Informal Reading Inventory 2 nd Ed. –Ezra L. Stieglitz; Alyn & Bacon, 1995 Informal Reading Inventory 4 th Ed. Informal Reading Inventory 4 th Ed. –Paul C. Burns & Betty D. Roe; Houghton Mifflin, 1992

8. Administering an Informal Reading Inventory Where to start Where to start Where to stop Where to stop Word Recognition in Isolation Word Recognition in Isolation Concept Miscues Concept Miscues Re-inspection and Comprehension Re-inspection and Comprehension Retelling and Comprehension Retelling and Comprehension Listening Comprehension Listening Comprehension

9. Reading Levels Independent Independent Instructional Instructional Frustration Frustration

10. Independent Students can read text easily without help. Students can read text easily without help. Comprehension is excellent. Comprehension is excellent. Silent reading is rapid. Silent reading is rapid. Oral reading generally fluent. Oral reading generally fluent. Words are generally recognized and understood at sight. Words are generally recognized and understood at sight. Easy and enjoyable for the reader. Easy and enjoyable for the reader.

11. Instructional Material is not easy but still comfortable. Material is not easy but still comfortable. Students are comfortably challenged and will benefit from instruction. Students are comfortably challenged and will benefit from instruction. Comprehension is good, but some help may be needed with some concepts. Comprehension is good, but some help may be needed with some concepts. Silent reading is fairly rapid. Silent reading is fairly rapid. Some word analysis is usually necessary. Some word analysis is usually necessary. Oral reading is fairly smooth and accurate. Oral reading is fairly smooth and accurate. Occasional miscues occur during oral reading. Occasional miscues occur during oral reading.

12. Frustration Material is too difficult to be read successfully. Material is too difficult to be read successfully. Comprehension is poor with major ideas missed. Comprehension is poor with major ideas missed. Both oral and silent reading are slow and labored. Both oral and silent reading are slow and labored. Oral reading miscues are frequent. Oral reading miscues are frequent. Because of difficulty, this level is frustrating to a student. Because of difficulty, this level is frustrating to a student. This level should be avoided during instruction. This level should be avoided during instruction.

13. Word Recognition in Isolation Independent Level Independent Level –90-100% accuracy Instructional Level Instructional Level –70-85% accuracy Frustration Level Frustration Level –Below 70%

14. Word Recognition in Context Independent Independent –97% or higher Instructional Instructional –90-96% Frustration Frustration –90%

15. Reading and Listening Comprehension Levels Independent Independent –90% or higher Instructional Instructional –70-90% Frustration Frustration –Below 70%

16. Stages of Literacy

22. Walk in the Fall It was fall. Pat went for a walk. She took her dog Sam. They liked to walk. They walked for a long time. They saw trees. Some were red. Some were green. They were pretty. Pat and Sam saw birds too. Sam did not run after them. He was nice.

24. Johns’ Basic Reading Inventory 9QCC

25. Johns’ Basic Reading Inventory 9 Prep

26. Johns’ Basic Reading Inventory 11 th Grade QCC