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Educationally-Relevant Standardised Assessments (Assessing Reading…
Educationally-Relevant Standardised Assessments
Introduction
Standardised assessments
Same opportunity to do well
Draws on best practice for assessing strengths + weaknesses in a domain
Standardised in two ways
Administered using standard (consistent) materials + procedures
Administered to lots of children to see what average performance looks like for each group (and range)
Standard administration
All children have the same opportunity to perform well
Standardised
Administered to lots of children
Norms, normative data, normative scores
Compare an individual child to their peers
Samples vary in terms of how representative that are (location, demographics, variation)
Tests vary in terms of how fine grained age bands
Number of children in standardisation sample varies, larger the better
Scores
Normal distribution curve - under average = disorder
Converting
Raw > standardised
Find appropriate score
Need raw score + age
Columns and rows = standard score at intersection
Sometimes intermediary ability score to account for task difficulty
Why standardised = useful
Comparing across age groups
Comparing across cohorts
Establishing performance in relation to peers
Comparing across tests (100 always average)
Monitoring progress over two or not time points - though scores can vary over time
Same standard score at two time points = maintains position in relation to peers
Standard score increases = catching up/moving ahead, decreases = dropping down/falling behind
Monitoring progress
Standard scores tend to remain relatively stable
Can vary somewhat
Especially with effective intervention
Assessing Reading
Learning to read = orthography > phonology
Assessing word reading
Can be administered by teachers
Children read
30 regular words
30 exception/irregular words
30 non-words (support from pictures)
Developed by researchers
Importantly, for children with reading difficulties this allows researchers and teachers to pinpoint why
Dockrell et al (2015)
Supporting oral lang needs
Communication supporting classroom observation tool
Enviro = higher than interactions
Interactions = higher than opportunities
Support training/development
Reading Comprehension
Word recognition + lang comprehension
More to reading than the ability to read words
Assessing
Difficult to measure - complex skill
Variety
Read aloud/silently
Type of question (format, knowledge)
Length of text
Developed by researchers
Can be administered by teachers
Read extended passages + answer open ended questions
Measures - reading accuracy, comprehension, rate
Analysis of question types
Reading acquisition
Castles et al (2018)
Public interest in how children learn/best taught
Gap between research knowledge + public understanding
Phonics instruction = central to learning
Reading acquisition - balance, developmentally informed, deep understanding of how lang/writing systems work
Research
Duff et al (2014)
Phonics screening check
Strongly correlated with other literacy skills + sensitive in identifying at-risk
So were teacher judgements
Resources better used training/supporting teachers in monitoring
Used to identify struggling children
6yrs
Castles et al (2009)
New word/non word reading test
Expanded items + increased difficulty
Stopping rule therefore less time consuming/stressful
Freely avaliable
Ricketts (2011)
Reading comp impairments in SLI
Weaknesses here = common in DS + ASD
More impaired than word recognition
However some people do develop appropriately
Factors to explain lang/communication disorders
Word recognition
Oral lang
Non-verbal ability
WM
Assessing Vocab
Measuring vocab knowledge
Phonology <-> semantics
Breadth - number of words known
Depth -what is known about the individual words
Receptive Measures
Measure
Breadth
Easy to administer/score
Comprehension
British Picture Vocabulary Scale
For speech + lang therapist
'Point to X'
Expressive Measures
'What does X mean?'
Production as well as comprehension
Depth as well as breadth
Difficult to administer/score