early reading first
DESCRIPTION
Early Reading First. Year 3 (2009-2010) Testing Battery. Karen Erickson, PhD & Hillary Harper, M.S. CCC-SLP. Peabody Picture Vocabulary Test. Single word receptive vocabulary Child must point to a picture in response to a spoken word: “ Show me wagon.” *Minimum Standard Score: 85. - PowerPoint PPT PresentationTRANSCRIPT
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Early Reading FirstYear 3 (2009-2010) Testing Battery
Karen Erickson, PhD & Hillary Harper, M.S. CCC-SLP
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Peabody Picture Vocabulary Test
• Single word receptive vocabulary
• Child must point to a picture in response to a spoken word:
• “Show me wagon.”
• *Minimum Standard Score: 85
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Preschool Language Scale: Expressive Communication
• Expressive Vocabulary
• Syntactic Knowledge
• Semantic Knowledge
• Ability to Convey Coherent Concepts
• *Minimum Standard Score: 85
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Addressing Low Scores on the PPVT and PLS
• Shared book reading
• Promote intertextual connections
• When children make seemingly disconnected comments, explore on them
• Maximize Opportunities for Conversations & Interactions throughout the day
• Support children without speech using a broad array of communication symbols and supports across the day
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Phonological Awareness & Literacy Screening: Upper & Lower Case
Letters• Upper Case Letters• Children are asked to point to each of the letters in a non-
alphabetical order.
• Children can name the letters or point to them in response to the request.
• 19 upper case letters identified is the goal*
• Lower Case Letters• Only given to children who identified 19 or more letters
on the upper case assessment
• 4 lower case letters identified is the goal*
• *Set by U.S. Department of Education
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Addressing Letter Knowledge
• RESIST all temptations to teach letters in isolation - it will not lead to long term gains in literacy.
• Use letters throughout the day in engaging and purposeful ways:
• signing in
• predictable charts & familiar songs
• alphabet books
• alphabet play
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Early Language and Literacy Classroom Observation Pre-K (ELLCO
Pre-K)• Classroom Structure
• Curriculum
• The Language Environment
• Books and Book Reading
• Print and Early Writing
• *Each item of subtest assigned score of 1 – 5
• *Years 1 & 2 of ERF project used previous version of ELLCO
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Adult Child Interactive Reading Inventory (ACIRI)
• Measures both adult and child interaction while reading
• Attention to the Text
• Interaction and Comprehension
• Literacy Strategies
• *Scoring Scale = 0 to 3
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Arnett Caregiver Interaction Scale
• Assesses the quality and content of the teacher’s interactions with children.
• Measures the emotional tone, discipline style, and responsiveness of the caregiver in the classroom.
• Scoring Scale:
• Positive Items Target of 4.0 points
• Negative Items Target of 1.0 point
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Color Coding for Standardized Scores
100
115
75
85
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Classroom Reports
Fall 2008Child PPVT SS PALS UC PALS LC PLS EC PreLAS OLT PreLAS PLTA 103 3 0 99 . .B 62 0 0 . . .C . . . 11 .D 93 7 . 97 . .E 84 0 . 109 . .F 69 2 . 82 . .G 57 1 . 67 . .H 86 1 . 85 . .I 114 4 . 108 . .J . . . . 14 .K . . . . 44 .L 88 1 . 109 . .M 73 0 . 86 . .N 100 . . . . .
*Sample classroom report of pre-test scores
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Classroom Reports: Cutoff Scores
* the U.S. Department of Education has set the goal of 19 or more letters** the U.S. Department of Education has set the goal of 4 or more letters ***administered to dual language learners, ranges based on 4 year old cutoffs
Pre-K Assessments
Maximum Score
Spring Developmental
Range
Green Yellow Red
PPVT 160 85-115 85+ 75-84 74 & below
Upper Case Letter Id (PALS UC) 26 12-21* 19-26 10-18 0-9 Lower Case Letter Id (PALS LC) 26 9-17** 4-26 1-3 0 PLS: EC 150 85-115 85+ 75-84 74 & below PreLAS: Oral Language Proficiency*** 100 77-100 77+ 57-76 56 & below
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Fall 2008Child PPVT SS PALS UC PALS LC PLS EC PreLAS OLT PreLAS PLTA 83 9 . 75 . .B 115 25 25 116 . .C 80 0 . 86 . .D 88 2 . 81 . .E 69 . . . 73 .F 83 1 . 87 . .G 99 1 . . . .H 81 5 . 101 . .I 89 5 . 93 . .J 88 2 . 84 . .K 86 26 23 100 . .L . . . .M . . . .N . . . .O . . . .P . . . .
•For the entire classroom, which area(s) does the teacher need to address?
•For which individual students would the teacher consider providing additional support?
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Spring 2009Child PPVT SS PALS UC PALS LC PLS EC PreLAS OLT PreLAS PLTA 83 22 20 100 . .B 109 26 26 108 . .C 85 14 . 97 . .D 90 24 16 94 . .E 76 . . . 61 .F 81 26 23 99 . .G 99 21 15 93 . .H 100 23 17 106 . .I 99 22 13 93 . .J 105 11 . 99 . .K . . . . . .L 109 . . . . .M 106 . . . . .N 113 26 24 . . .O 114 26 25 130 . .P 111 . . . . .
•Was the teacher able to address area(s) of concern for the entire classroom?
•Which individual students are still a concern for the teacher?