edrl 442 fall 13 assignment 2 purewalsimrita

8/13/2019 EDRL 442 Fall 13 Assignment 2 PurewalSimrita

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Assignment #2: Assessment Analysis

Submitted By: Simrita Purewal

EDRL 442: Teaching Literacy 1

Nevada State College - Fall 2013

Instructor: Karen Powell



ASSIGNMENT #2: Assessment Analysis Submitted By: Simrita Purewal

EDRL 442 - Fall 2013 Assignment #2





A. Summary of the Assignment

This assignment will focus on placing students in the correct reading groups based on

their four diagnostic AIMSweb scores.

B. Explanation of Assessments

The four diagnostic assessments used are: Letter Name Fluency (LNF), Letter Sound

Fluency (LSF), Phoneme Segmentation Fluency (PSF), and Nonsense Word Fluency

(NWF).

The Letter Name Fluency (LNF) is measured throughout Kindergarten into First Grade.

Students are presented with a page of upper- and lower-case letters arranged in a

random order and are asked to name as many letters as they can. If they do not knowa letter, the examiner provides the name of the letter. The student is allowed 1 minute

to produce as many letter names as he/she can, and the score is the number of letters

named correctly in 1 minute. Students are considered at risk for difficulty achieving

early literacy benchmark goals if they perform in the lowest 20% of students in their

district. Students are considered at some risk if they perform between the 20th and 40th

percentile using local norms. Students are considered at low risk if they perform above

the 40th percentile using local norms (www.dibels.uoregon.edu). This test is

administered individually.

The Letter Sound Fluency (LSF) The DIBELS Initial Sound Fluency (ISF) Measure is a

standardized, individually administered measure of phonological awareness that

assesses a child's ability to recognize and produce the initial sound in an orally

presented word (Kaminski & Good, 1996, 1998; Laimon, 1994). The ISF measure is a

revision of the measure formerly called Onset Recognition Fluency (OnRF). The

examiner presents four pictures to the child, names each picture, and then asks the

child to identify (i.e., point to or say) the picture that begins with the sound produced

orally by the examiner. For example, the examiner says, "This is sink, cat, gloves, and

hat. Which picture begins with /s/?" The student then points to, or says the name of, the

correct picture. The student is also asked to produce the beginning sound for an orally

presented word that matches one of the given pictures. The examiner calculates the

amount of time taken to identify/produce the correct sounds and converts the score

http://www.dibels.uoregon.edu/



https://dibels.uoregon.edu/help/dds/references.php#kaminski_good1996






https://dibels.uoregon.edu/help/dds/references.php#laimon1994











into the number of initial sounds correct in a minute. The ISF measure takes about 3

minutes to administer and score, and has over 20 alternate forms to monitor progress

((www.dibels.uoregon.edu). This test is administered individually.

The Phoneme Segmentation Fluency (PSF) The DIBELS Phoneme Segmentation Fluency(PSF) measure is a standardized, individually administered test of phonological

awareness (Kaminski & Good, 1996). The PSF measure assesses a student's ability to

segment three- and four-phoneme words into their individual phonemes fluently. The

PSF measure has been found to be a good predictor of later reading achievement

(Kaminski & Good, 1996). The PSF task is administered by the examiner orally presenting

words of three to four phonemes. The student then to verbally produces the individual

phonemes in each word. For example, if the examiner says "sat," and the student says

"/s/ /a/ /t/" he or she receives three possible points for the word. After the student

responds, the examiner presents the next word, and the number of correct phonemes

produced in one minute determines the final score. The PSF measure takes about 2

minutes to administer and has over 20 alternate forms for monitoring progress

www.dibels.uoregon.edu). This test is administered individually.

The Nonsense Word Fluency (NWF) The DIBELS Nonsense Word Fluency (NWF) measure

is a standardized, individually administered test of the alphabetic principle including

letter-sound correspondence in which letters represent their most common sounds and

of the ability to blend letters into words in which letters represent their most common

sounds (Kaminski & Good, 1996). The student is presented an 8.5" x 11" sheet of paper

with randomly ordered VC and CVC nonsense words (e.g., sig, rav, ov) and asked to

verbally produce the individual letter sounds in each word, or read the whole word. For

example, if the stimulus word is "pov" the student could say /p/ /o/ /v/ or say the word

/pov/ to obtain a total of three letter-sounds correct. The student is allowed 1 minute to

produce as many letter-sounds as he/she can, and the final score is the number ofletter-sounds produced correctly in one minute. Because the measure is fluency

based, students should receive a higher score if they are phonologically recoding the

word, as they will be more efficiently producing the letter sounds, and receive a lower

score if they are providing letter sounds in isolation. The intent of this measure is that

students are able to read unfamiliar words as whole words, not just name letter sounds

as fast as they can. This test is administered individually.
























The NWF measure takes about 2 minutes to administer and has over 20 alternate forms

for monitoring progress (www.dibels.uoregon.edu). This test is administered individually.

C. Factual Information: Test Results

According to the test results, four groups can be made for Miss. Keetow’s class: High,

Average, Below, and Well Below.

For the hi

D. Interpretation of Data

I chose to use the Nonsense Word Fluency scores to determine my instructional groups. The

NWF shows that a student knows letter sounds and can also sound out a word with no

meaning.

The high group will consist of:

1. Paige Turner

2. Anna Mull

3. Carrie Oakie

4. Rick O’Shae

5.

Justin Tyme

The Avergae group will consist of:

1. Robin Banks

2. Ella Mentry

3. Jack Potts

4. Ann Chovie

5. Rhoda Booke

6. Barbie Dahl

The Below Group will consist of:

1. Pete Moss

2. Harrison Fire

3. Luke Warm









4. Tate Urchips

5. Candi Barr

The Well Below group will consist of:

1. Matt Tress

2. Chanda Lear

3. Scott Free

4. Jay Walker

E. Additional Information

Overall, the high group scored well on everything and will have little to no trouble in their

small group. In the average group, I would have Robin Banks, Ann Chovie, and Barbie Dahl

work more on Nonsense Word Fluency. In the same group, I would also have Ella Mentry,

Jack Potts and Rhoda Booke work on their Letter Naming Fluency. In the Below group, I

would have Pete Moss, Harrison Fire, and Luke Warm work on Letter Naming Fluency while

Tate Urchips and Candie Barr need to work more on Phoneme Segmentation Fluency. In the

Well Below group, Matt Tress, and Chanda Lear need to work on everything. Scott Free and

Jay Walker are high in PSF, I would use them as strong examples/mentors for Matt and

Chanda because they still do not know their letter sounds as their NWF is low.

Also, if it was possible, I would like to re-test Ella Mentry because I want to know why her LNF

score (43) is so low compared to her other scores of LSF (56), PSF (56), and NWF (58). Also, I

would like to re-test Candi Barr because her score on the PSF (33) is quite low.

F. Reflection

Looking back on this assignment, clearly it is important to really get to your know students

and understand where they are when it comes to their reading level. Also, some students

may feel pressure or be scared when taking tests and not score as high as they could. So in

essence, the scores that those students receive may not be a true reflection of them as a

reader. Teachers really need to use their small group time wisely to increase a child’s

reading level and help them where they are struggling. I do look forward to when I get to

have my reading groups. No matter what it is an amazing experience to be a part

of…helping to create lifelong readers!

edrl 442 fall 13 assignment 2 purewalsimrita

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