Rt i pres
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This document discusses different types of assessments used in the Response to Intervention (RtI) process. Universal screeners are given to all students to identify the bottom 20-25% who may need additional support. Diagnostic assessments are used to pinpoint specific areas of weakness for students in Tiers II and III. The document provides examples of universal screeners and diagnostic assessments used in the Shoreline School District, including DIBELS, SRI, CORE, QRI, and DRA tests. It also outlines the typical order of diagnostic assessments by grade level.
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Phonemic awareness phonics and fluencyJenniferPankowskiBlu
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This document discusses the importance of phonemic awareness, phonology, and fluency for reading instruction. It notes that children with spoken language delays are at risk for literacy problems, and early language factors can predict reading outcomes. Specific variables like sentence imitation, letter identification, and phonological awareness can identify 88% of children at risk of reading problems. The document also discusses phonological processing skills, phonological awareness, and the role of speech language pathologists in assessing and providing intervention in these areas to support reading.Strategies-in-Teaching-Beginning-Reading-Copy.pptx
Strategies-in-Teaching-Beginning-Reading-Copy.pptxJONNARROYAMABALOT
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This document provides an overview of strategies for teaching beginning reading. It discusses the importance of phonemic awareness and identifies six phonemic awareness tasks: phoneme isolation, identification, categorization, blending, segmentation, and manipulation. Examples of games and activities are provided for each task. The document also covers phonics instruction and word recognition, identifying sight words, the Fuller technique, and onset and rime as effective strategies. The overall message is that reading is key to learning, and teachers play an important role in inspiring students and helping them develop foundational reading skills.Joann phonemic awareness_phonics_fluency
Joann phonemic awareness_phonics_fluencyDmjTeach12
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The document discusses the importance of phonemic awareness, phonics, and fluency for reading instruction. It describes the connection between these skills and word recognition, and notes that children with speech/language delays are at risk for literacy problems. Several studies are cited showing that early language factors can predict reading outcomes, and certain variables like phonological awareness can identify children at risk for reading difficulties. The role of the speech language pathologist in assessing phonological processing skills and providing phonemic awareness intervention is explored.Bilingual Assessment Discussion.pptx
Bilingual Assessment Discussion.pptxmooneybc07
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This document discusses considerations for assessing bilingual students. It defines key terms like L1, L2, simultaneous vs sequential bilingualism. Distinguishing disorders from typical development is challenging in bilingual students, especially in the weaker language. The best practice is standardized assessment in both languages administered by a bilingual SLP, though alternative methods like dynamic assessment are also discussed. Challenges include lack of truly bilingual tests and representative norms. The document reviews assessments currently available to the school district and provides recommendations for additional assessments and resources to support bilingual evaluation.proununciation 
proununciation Oscar Ririn
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This summary provides the key details from the document in 3 sentences:
The document discusses a study that investigated the English pronunciation competence of 48 second semester civil engineering students in Samarinda State Polytechnic, Indonesia. The students were tested on pronouncing 100 words of varying syllable lengths. The results found the average score was 75 (classified as "fair"), with no students scoring below 50, though some exercises could help students improve pronunciation.Using Response to Intervention with English Language Learners
Using Response to Intervention with English Language Learnersschoolpsychology
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Mike Vanderwood, Ph.D. University of California, Riverside
Using Response to Intervention with English Language Learners.
Recent changes in federal legislation and California code provide educators an opportunity to implement response to intervention (RtI) approaches in general and special education. RtI decision making is particularly promising for English Language Learners (EL) because this model places a heavy emphasis on prevention strategies, and provides skill acquisition data that can be used to examine special education eligibility. The primary expected learning outcome is for participants to acquire a basic understanding how to use RtI with ELs.ºÝºÝߣshare example
ºÝºÝߣshare exampleJenice Dan Pizzuto
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The document provides information about screening and progress monitoring tools like DIBELS and easyCBM. It also outlines the RTI process of identifying student needs through universal screening, analyzing the specific skill deficits, and developing intervention plans matched to the instructional focus and intervention level needed. The differences between Tier 2 and 3 interventions are summarized as Tier 3 providing more intensive, individualized instruction compared to the more targeted small group support of Tier 2.Taylor_AssessingLiteracywithTouchScreens_Handout
Taylor_AssessingLiteracywithTouchScreens_HandoutPatsy Vinogradov
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This document discusses the development of a new assessment to measure literacy skills of low-literacy adult English language learners in Florida. It was created by CASAS to address the needs of immigrants with limited education in their native language or English. The assessment uses touch-screen technology and measures oral language, listening, reading, and writing skills. It includes field testing with adult ESOL students and programs to validate the assessment before full implementation.Reading Interventions
Reading InterventionsGlenn E. Malone, EdD
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The document discusses recommendations for K-6 reading intervention materials selection in the Puyallup School District. It recommends adopting several research-based programs that address the five components of reading and can be used across the three tiers of instruction. A selection committee reviewed many programs and recommends Making Meaning, SIPPS, Six Minute Solution, Rewards, Reading Mastery, Corrective Reading, and Soar to Success based on district needs and requirements. The document also provides information on implementation, including professional development.The Alphabetic Principle
The Alphabetic PrincipleLisa Guidry
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This document discusses the phonological processing abilities necessary for reading and spelling in an alphabetic language like English. It identifies three key phonological processing abilities: phonological awareness, phonological memory, and rapid naming. Deficits in these abilities can cause reading disabilities. Phonological awareness involves recognizing and manipulating sounds and is the most instructionally responsive. Tests are recommended to assess students' phonics skills, blending ability, and underlying phonological processing to address weaknesses.
SSP Overview for School Leaders and Curriculum Planners, with Research Focus
SSP Overview for School Leaders and Curriculum Planners, with Research FocusRead Australia (Wiring Brains Education)
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This document discusses the importance of phonemic awareness in learning to read. It provides research evidence that phonemic awareness is the strongest predictor of reading success and the lack of phonemic awareness makes learning to read very difficult. Phonemic awareness involves being able to hear and manipulate the individual sounds in spoken words. The document emphasizes that phonemic awareness can be developed in children through activities that encourage exploring and manipulating sounds in language. Screening for phonemic awareness is important to identify any children who may need additional support. Providing systematic phonics instruction integrated with other reading instruction in phonemic awareness, fluency and comprehension can create an effective reading program.The instruction assessment connection
The instruction assessment connectionNathanHillery4
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1) The document discusses various phonemic awareness assessments that teachers can use to evaluate students' literacy abilities and inform reading instruction.
2) It provides a chart describing different phonemic awareness skills (e.g. rhyming, sound matching, blending), the appropriate age to assess each skill, examples, and assessment procedures.
3) The assessments are designed to measure students' development of skills like isolating sounds, blending/segmenting words, and manipulating sounds, which are crucial for early reading success.Phil-IRI-SLIDE.ppt
Phil-IRI-SLIDE.pptDepartment of Education - Philippines
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The document discusses the Phil-IRI, a classroom-based reading assessment tool used in the Philippines. It assesses students' reading abilities through oral reading, listening comprehension, and silent reading tests. The Phil-IRI identifies reading difficulties and informs teachers to design appropriate interventions. It analyzes reading skills like decoding, fluency, and comprehension. Results are used to determine students' independent, instructional, or frustration reading levels to guide instruction.7. Teaching Beginning Reading (Key Stage 1) Teaching Comprehension Skills Key...
7. Teaching Beginning Reading (Key Stage 1) Teaching Comprehension Skills Key...WindyBurasca2
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slac pptSSP Overview for School Leaders and Curriculum Planners, with Research Focus
SSP Overview for School Leaders and Curriculum Planners, with Research FocusRead Australia (Wiring Brains Education)
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Rt i pres
- 1. Types of Assessment in the RtI Process Universal Screeners (Tier I) Diagnostic Assessments (Tier II and Tier III) Benchmark (Tier I)
- 2. Universal Screener Given to all students at the beginning of the year Identifies the bottom 20-25% of students that we need to be concerned about Of those students Title will serve the lowest Classroom teachers will work with the rest of the students that were identified for 6-8 weeks then follow up with diagnostic assessments to see if they are still a concern and possible entry into Title.
- 3. Universal Screeners in Shoreline S.D. ISF -Initial Sound Fluency LNF -Letter Naming Fluency PSF - Phoneme Segmentation Fluency NWF -Nonsense Word Fluency ORF -Oral Reading Fluency CORE -Phonics Survey Dibels (ORF), SRI, CORE J Sixth Grade Dibels (ORF), SRI, CORE I Fifth Grade Dibels (ORF), SRI, CORE H Fourth Grade Dibels (ORF), SRI, CORE G Third Grade Dibels NWF, ORF, CORE A-F Second Grade Dibels LNF, PSF, NWF First Grade Dibels ISF, LNF Kindergarten
- 4. Diagnostic Assessments Used to pinpoint the area(s) where the student needs intervention Depending on the area of weakness, classroom teachers prescribe interventions that directly target weak areas, such as fluency, phonics acquisition, phonemic awareness, comprehension, vocabulary.
- 5. Diagnostic Assessments Phonemic Awareness (Blending and Segmenting)- Yopp-Singer Test of Phoneme Segmentation, CORE, DIBELS Phonics, Decoding, Spelling- Basic Phonics Assessment, Primary Spelling Inventory, Gentry’s Monster Spelling Inventory, CORE, and DIBELS Word Recognition/ Vocabulary- San Diego Quick, Peabody Picture Vocabulary Test, Critchlow Verbal Language Scale Fluency- QRI, DRA, DIBELS Comprehension- QRI, DRA QRI - Qualitative Reading Inventory DRA -Developmental Reading Assessment
- 6. Diagnostic Assessments For grades 1-3 diagnostic testing is in the following order: Phonemic Awareness/Phonics Word Recognition/Vocabulary Fluency Comprehension For grades 4-6 diagnostic testing is in the following order: Comprehension Fluency Word Recognition/Vocabulary Phonics Phonemic Awareness