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Learning Difficulties / Learning Disabilities and Reading - Coggle Diagram
Learning Difficulties / Learning Disabilities and Reading
Waddington Diagnostic Reading Test
Affordances
Reading age
Easy to administer
Picture cues
decoding assessed
different sorts of questions
increases in complexity
clues in the grammar
tests comprehension, phonics, alphabet knowledge
context - mostly relevant to Anglo-Saxon middle class children
re-normed/revised
reliable scores
Encumbrances
need a high level of general knowledge/background knowledge to complete
multiple choice - false results
overwhelming content - poor layout
mode of answering
not culturally appropriate for ATSI/EALD
DIBELS 8th edition
Letter Naming Fluency (LNF)
Applicable grades
Beginning of kindergarten through end of first grade
Objective
Students names letter for 60 seconds
Uses
Benchmark
Risk assessment
Administration
Here are some letters
point to student form
Tell me the names of as many letters as you can.
When I say 'begin', start here
point to the first letter
and go across the page
point
Point to each letter and tell me the name of that letter
If you come to a letter you don't know, I'll tell it to you
Put your finger on the first letter.
Ready?
Begin.
Phonemic Segmentation Fluency (PSF)
Applicable Grades
beginning of kindergarten through end of first grade
Objectives
student breaks words into phonemes for 60 seconds
uses
benchmark and risk assessment
progress monitoring
Administration
I am going to say a word. After I say it, you tell me all the sounds you hear in the word. So, if I say the word 'mop', you would say m/o/p/.
If I say the word 'cat' you would say the word c/a/t/.
Let's try one.
pause one second
Tell me the sounds in the word 'sun'.
Tell me the any sounds you hear.
Give the student the first word and begin the timer
follow along the scoring booklet. As the students says the sounds, underline each different, correct, sound segment produced. Put a slash through sounds produced incorrectly.
As soon as student is finished saying the sounds in the current word, present the next word prompt clearly
at the end of 60 seconds, stop presenting words and stop the timer. Place a bracket after the last sound provided by the student
Nonsense Word Fluency (NWF)
Administration
look at this word
point to first word on the practice form
It's a make believe word.
Watch me read the word: "/h/ /a/ /p/."
point to each letter, then run your finger fast beneath the whole word
I can say the sounds of the letters, /h/ /a/ /p/
point to each letter
or I can read the whole word "hap".
run your finger fast beneath the whole word
your turn to read a make-believe word.
read this word the best you can
point to the word "lum"
make sure you say any sounds you can
place the student copy of the form in front of the student
Here are some more make-believe words.
point to student form
Start here
point to the first nonsense word
and go across the page
point across the page
When I say 'Begin", read the words the best you can.
Point to each letter and tell me the sound or read the whole word.
Put your finger on the first word.
Ready?
Begin.
Start the timer after saying "begin"
follow along in the scoring booklet. As the student says sounds/words, underline each correct sound/word produced. Put a slash through sounds/words pronounced incorrectly
As the end of 60 seconds, place a bracket after the last nonsense word for which the student provided sound/word and stay, "stop".
Applicable grades:
Beginning of kindergarten through end of third grade
Uses
Benchmark
Risk assessment
Progress monitoring
Objective
Student reads or sounds out nonsense words for 60 seconds
Word Reading Fluency (WRF)
Applicable Grades
Beginning of kindergarten through end of third grade
Objective
Student reads sight words for 60 seconds
Uses
Benchmark
Risk assessment
progress monitoring
Administration
Please read from this list of words
point to the student form
Start here
point to the first word
and go across the page
point across the page
When I say "begin", point to each word and read it the best you can.
If you get stuck, I will tell you the word, so you can keep reading.
Put your finger on the first word
Ready?
Begin.
start the timer when the student says first word.
follow along in the scoring booklet. As the student provides responses, put a slash through each word read incorrectly.
At the end of 60 seconds, place a bracket after the last word read and say, "stop".
Oral Reading Fluency (ORF)
Applicable grades
Beginning of first grade through end of eighth grade
Objectives
student reads a passage aloud for 60 seconds
Uses
Benchmark assessment
risk assessment
progress monitoring
Administration
Pleas read this
point to the first word of the first paragraph of the passage
Out loud.
If you get stuck, I will tell you the word, so you can keep reading
When I say "stop" I may ask you t tell me about what you read, so do your best reading
Start here
point to the first word of the passage
Ready?
Begin.
Start the timer when the student says the first word of the passage. Do NOT count the title. If the student fails to say the first word after 3 seconds, tell the student the word and mark it as incorrect, then start the timer.
Follow along in the scoring booklet. As the student provides responses, put a slash through each word read incorrectly.
At the end of 60 seconds, place a bracket after the last word and say, "stop"
Maze
Applicable grades
Beginning of second grade through end of eighth grade
Objective
Student silently reads a passage for 180 seconds, choosing the best multiple choice answer for missing words.
Uses
Benchmark assessment
risk assessment
Progress monitoring
Administration
I am going to give you a worksheet. When you get the worksheet, please write your name at the top and put your pencil down.
Hand out the Maze student worksheet
Make sure students have written their names down before proceeding
You are going to read a passage with some words missing from it. For each missing word, you will see a box with three words in it. Your job is to circle the word you think makes the most sense in the context of the passage. Let's look at the practice passage together. Listen as I read.
pause
Tom goes to a school far from his house. Every morning, he takes [blank] a
pause
art, bus, work
pause
to go to school.
pause
let's stop there. Let's circle the word buss because I think "bus" makes the most sense here. Listen to how that sentence sounds now
Tom goes to a school far from his house. Every morning, he takes a bus to go to school. Now its your turn. Read the next sentence silently to yourself. When you come to a box, read all the words in the box and circle the word that makes the most sense to you. When you're done, put your pencil down.
Allow up to 30 seconds for students to complete the example and put their pencils down. If necessary, after 30 seconds say put down your pencil.
As soon as all the students have their pencils down, say
Good job.
Now listen. In the
puase
afternoon, library, morning,
pause
he also takes a bus home. You should have circled "afternoon" because "afternoon" makes the most sense
pause
Listen. In the afternoon, he also takes a bus home.
okay, when I say "begin", turn the page and start reading the passage silently. Start on the top of the page with the title. When you come to a box, read all the words in the box and circle the word that makes the most sense n the passage.
you will stop when you come to a stop sign or when I say stop.
Ready?
Begin.
Start the timer.
At the end of 3 minutes, stop the timer and say, "stop. put your pencils down."
Make sure all the students have stopped working and collect all the student worksheets
Characteristics
Affordances
aligns with RTIS/MTSS models
highly diagnostic
specific tests for specific areas of difficulties
comprehensive!
Highly applicable reading skills
Free
related to model of reading
interactive
teacher involved
collect other data at the same time
attitude
text anxiety
provide feedback
opportunity for practice
child knows how to do the test / have exposure to test format prior to commencing
Encumbrances
Time consuming
Resources 1-1
Intimidating
teacher needs to build relationship / rapport
Lengthy
students with receptive language difficulties might struggle to understand the instructions