Steps for Diagnosing a Reading Deficit
1. Univeral Screener
* MAP - if these scores fall below the 50%ile, give student AIMSweb R-CBM.
2. Administer AIMSweb 1-minute fluency passage
* Use Timothy Rasinski chart to determine the following information:
- Check Accuracy
* 95% accuracy or higher, decoding is not an issue
* lower than 95% accuracy, continue further assessment to pinpoint decoding issue (assessments include decoding, phonics, and phonemic awareness - can use phonics screener, letter sound fluency, phonemic segmentation fluency, sight word screeners, and nonsense words fluency) Once area of weakness is determined, choose strategies to address those areas.
* If accuracy is 95% or higher, check words per minute (rate). Use the Rasinski chart to determine if student is reading at the appropriate rate for the grade level.
* If rate is appropriate, assess for comprehension and vocabulary weaknesses
- Use Ellin Keene's Assessing Comprehension assessment to determine area of comprehension weakness
- Consult your building's Speech Pathologist about PPVT screening if vocabulary is a suspected weakness
For specific information on how to conduct or read the results of any of the above assessments, contact me and I will set up a time for consultation.
Accuracy:
Calculation: Total number of words read correct divided by Total words read (correct or corrected + uncorrected wrrors).
Example: 137 words read correct/ 145 total words read (137 correct + 8 uncorrected errors) = 94.5% correct.
Interpretation:
99% Correct: Independent Level
95% Correct: Instructional Level
90% Correct: Frustration Level
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Automaticity (Rate):
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Grade
|
Fall
|
Winter
|
Spring
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1
|
5
|
25
|
50-60 wcpm*
|
2
|
53
|
78
|
84-94
|
3
|
79
|
93
|
104-114
|
4
|
99
|
112
|
98-118
|
5
|
105
|
118
|
118-128
|
6
|
115
|
132
|
135-145
|
7
|
147
|
158
|
157-167
|
8
|
156
|
167
|
166-171
|
* words correct per minute
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Procedure: Ask the student to read orally for one minute from grade-level curriculum material. Ask him to read in his normal manner, not overly fast or slow.
Scoring of wpm: Count the number of words read correctly in one minute (include errors corrected)
Analysis and Interpretation: Students reading significantly below the stated norms (20% or more below norms) are at risk in reading decoding and/or fluency, and should be considered for further assessment and diagnosis.
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Adapted from: Hasbrouck, J.E. & Tindal, G. (1992). Curriculum-based oral reading fluency forms for students in Grades 2 through 5. Teaching Exceptional Children, (Spring), 41-44. and Howe, K.B. & Shinn, M.M. (2001). Standard reading assessment passages (RAPS) for use in general outcome measurements: A manual describing development and technical features.
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Helpful Links
http://www.readinga-z.com/ - E-mail me for login and password information
http://www.fcrr.org/ - Florida Center for Reading Research; Student Center Activities - includes a list of interventions and lessons per grade level in each area of reading
http://www.timrasinski.com/presentations/IRA07Tim_Rasinski_2.pdf - Research from Timothy Rasinski
http://www.readinglady.com/mosaic/tools/tools.htm - Comprehension information
http://www.mrnussbaum.com/index.html - Helpful links for many subject areas
http://www.readingrockets.org/ - Reading strategies
http://www.readingrockets.org/article/269/ - How to study spelling words
http://www.senteacher.org/ - Printables
http://www.timrasinski.com/presentations/IRA07Tim_Rasinski_2.pdf - Research from Timothy Rasinski
http://www.readinglady.com/mosaic/tools/tools.htm - Comprehension information
http://www.mrnussbaum.com/index.html - Helpful links for many subject areas
http://www.readingrockets.org/ - Reading strategies
http://www.readingrockets.org/article/269/ - How to study spelling words
http://www.senteacher.org/ - Printables
