EDLI636 Diagnosis and Remedation of Literacy Disorders

Although these assessments focus on determining a student’s level of literacy skills, and should be used within the classroom, they have different purposes and goals. They are both necessary to administer, depending on the need of the individual child. The DIBELS is mainly used as a screening test, to determine early literacy skills including Phonemic Awareness, Alphabetic Principles, Fluency and basic comprehension. This assessment can locate the struggling students to implement initial intervention immediately. The DIBELS is done through a series of fluency tests, that all take one minute to administer. The test results indicate if a student is falling below grade benchmarks, or if the child’s literacy skills are on par with grade level. On the contrary, the QRI is a more intensive assessment that includes a combination of miscue analysis, reading comprehension on both expository and narrative texts, fluency, and site words. This test affords teachers with a more complete and ...

Attached is a Fluency Lesson plan that I created, which includes a Reader's Theater for the students to practice over a weeks time. The students are engaged in learning about culture while increasing their accuracy, fluency and prosody. After the students know their lines well, they teacher will video their performance.

Print Awareness: (Assessed through teacher questions) Simcha has a clear understanding of print awareness and when assessed on the basic components he performed well, displaying grade level understanding. He was able to answer correctly to the following questions: Where is the front and back of the book? Where do we start reading? In what direction do we read? What is a period? What does a period symbolize? Point out a word. Point out a sentence. Point out a letter. Phonemic Awareness: (Assessed through the PAST – Phonological Awareness Screening Test from Dr. David KilPatrick) On the phonemic awareness level, Simcha has a hard time breaking apart and blending phonemes in a word. In a simple consonant vowel consonant word, he wouldn’t be able to identify what the word would say without the first phoneme. (What does bed say without /b/?) I became aware of this through an assessment provided in Dr. David Kilpatrick’s Book. It includes many levels of phonemic awareness, and ...

To view the video presentation on In Class Interventions follow this link -  https://drive.google.com/file/d/15Ifwjq4RaNLtC_XTSI25Zon-j3NCAmoi/view?usp=sharing

Overall, Mary was reading quite nicely with this level 2 text. She read with a 93% accuracy rate only making 13 miscues. She was self - monitoring herself too, as she self corrected 1:5 of her mistakes. Mary read about 46 Words per Minute, and only 43 Words Correct Per Minute. Prosody - 1 - as she read  primarily word- by-word with occasional two-word or three- word phrases. Regarding recall and comprehension – Mary was able to recall the basic idea of the text, however she had difficulty remembering exact details in the text. When retelling the story she included the two Main Ideas, but skipped out most of the details. There were a few points I noticed regarding Mary while conducting this assessment. Firstly, in the beginning of the assessment, she had a some difficulty tracking which line she was reading. She lost her place, and needed the teacher to point out where she was holding. This happened while decoding the passage, and the grade 2 word identification lis...

Regarding level three text - Mary's word identification level was at the frustration level. Mary was able to identify automatically three words on the list and was struggling greatly to identify the rest of the words as the assessment progressed. As the examiner did, I would have also stopped the assessment before she stumbled through the entire thing. After the teacher did this assessment to determine the level of text that Mary can read at the instructional level, the teacher began with a passage at Grade 2 level.

Mary identified the Grade 2 word list and demonstrated that she can read grade 2 text at instructional level. Mary identified 16 words correctly and automatically and could not identify four words. She read nicely and quickly except for the 4 words she had difficulty with. Mary left out some letters and added others, and lost her place towards the end of the assessment.

After listening to the student read the level one text, I came out with the following conclusion. The student read 1st grade text on an independence level. Mary read the 20 words, 19 correct (17 identified and automatic, and 2 identified.) According to the QRI-6 Mary can read 1st grade level text at the independent level.