The Listening Comprehension portion of Test 11 assesses a student’s ability to answer comprehension questions related to a passage read aloud. It is an assessment of receptive language. Fiza scored at the 3rd grade level on the listening comprehension portion of the assessment, answering 7/10 or 70% of the comprehension questions correctly, which is the same level as her instructional level (3) for oral reading. Fiza’s listening comprehension score suggests that she was able to comprehend at the same level as her current independent oral reading level. Due to the fact that Fiza is still in the process of English acquisition, these results are both reasonable and appropriate. Intervention should include continued explicit instruction in
Two subtests comprise the Reading Composite: Letter and Word Recognition and Reading Comprehension. Catalina’s overall performance fell within the Average range (Reading Composite Standard Score of 95; 37th
To improve Jarrod’s fluency scores a variety of instructional strategies will be employed. First, Jarrod will receive one on one fluency intervention at his instructional level. Jarrod will be given explicit instruction
The topic for today’s reading was, Interpreting the Language Assessment. In one of the assigned readings, Interpreting the Behavioral Language Assessment, emphasized that the purpose of the behavioral assessment is to provide the tester with enough information to design an individualized language intervention program for a specific child. Therefore, to establish an effective intervention program for particular child the tester must identify the most appropriate starting point for initial training. The tester should review each skill in relation to the entire set of skills identified in the assessment. It is usually best to focus on the development of a few key language areas at one time, even though the child may have weaknesses in several of the areas reviewed by the assessment. Also, it is important that the tester not simply pick the areas with the lowest scores and recommend training begin in those areas, because is very important to ensure that the instructor is able to observe the learner acquiring skills relatively short period of time, in order to maintain his motivation to continue conducting language training activities. Only a few areas are selected for the initial intervention, and the focus of the intervention will be continuously changed as the student acquires new skills. Finally, the language intervention program develops the child’s skills such that he could score at least a five on each of the areas of the assessment. This score of five in a specific area may indicate that a particular skill area may not require as intensive intervention as those skills with a lower score. Furthermore, for the second reading, The Benefits of Skinner’s Analysis of Verbal Behavior for Children with Autism, stated t...
Brianna is a 8 year old third grade student at Thompson School in Bridgeport, CT who was referred for evaluation by Horizons, an outreach program under the auspices of Sacred Heart University that Brianna has attended for the past two years. At the time of testing, her DRA level of 24 was two levels below the district benchmark of 34 for this time of year. Her parents were very concerned about her oral reading, and the overall impact that her “choppy” disfluent reading will have on her overall reading performance in school.
Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective Instruction for English . Future Of Children, 21(1), 103-127.
Deaf Again by Mark Drolsbaugh is an autobiographical piece through which the author relays key aspects and themes in Deaf culture through his own experiences. The progression of the book can be described by his experiences going through the educational system. This can further be divided into two categories: his experiences in the hearing world and in the Deaf world. Although born into a deaf family, Mark Drolsbaugh was not prelingually deaf. As a result, when he lost his hearing, he was coerced to remain in the hearing world. Drolsbaugh’s grandparents took control of his education and did all that was in their power, from hearing aids to speech therapy, to ensure he would fit into hearing culture. This ultimately had a
Dillon, Naomi. “LANGUAGE TEST. (cover story).” American School Board Journal 192.8 (2005): 10. MasterFILE Premier. EBSCO. Web. 18 Feb. 2001.
The Test 3 Phonics assessment determines a child’s ability to apply phonics skills in context, while the sub-tests measure the discrete phonics skills of initial consonants, initial blends and digraphs, vowels, phonograms, blending, and vowel pronunciation.
Clinical Evaluation of Language Fundamentals-Preschool 2 (CELF-Preschool 2) Pre-Literacy Rating Scale was approached reluctantly by Tara Noel because she doesn’t know “how to school”. When reading a book Tara Noel was engaged in the Frozen book. She ran and hid when it came time to look at letters and numbers.
Language development is very important, and these programs use the students’ native language as a tool to develop their second language. The time spent on each language and the quality of the language input play an important role in students’ language development. Tier one, two and three language strategies can be used to help the students meet their individual and group needs. Irby, Lara-Alecio, Mathes and Tong (2011) found out that students make the most progress in the language they are exposed to the most. When students were exposed to their native language for a greater amount of time (especially in the early years), they developed it and were able to transfer the skills and strategies as they learn their second language. They also found that language tier one, two, and three interventions are very effective when teaching. If these interventions are used appropriately and constantly, students will greatly benefit from them. Many studies agree that using the first language to begin the readiness process will allow students to develop their second language in a faster and more efficient way. According to Castro, Dickinson, Frede and Páez (2011), children have to be exposed to literacy and readiness skills from an early age. They believe that starting in preschool teachers should begin preparing children to learn English using their primary language. This will allow students
For the ABC assessment Chase was not interested in this activity. It became difficult after three lines of letters to have him continue, even after separating the assessment out. Chase’s scores were low for the alphabet he received nine lower case letters and eleven upper case letters. I do think however that for being three years old that this is not bad. I think he is more advanced than a lot of children. With reading Brown Bear, Brown Bear, What Do You See? I had originally intended to read it to him and ask him different words such as the colors. Before I could give these instructions he decided he would read me the book instead. This was interesting to see first-hand; it was exactly like a video we had watched in class. Chase knew almost
...standing of critical thinking skills and reading comprehension. The student survey will be used to get feedback on how the students feel that they are lacking reading skills since they are no longer taking a reading class. The observation, parent questionnaire, and the student survey will help in determine the validity and reliability.
According to the assessment, Mr. Jones scored a raw score of 53 in Word Reading which yielded a standardized score of 87 and was measured below average. For Sentence Comprehension, Mr. Jones scored a raw score of 40 which yielded a standardized score of 89, which was also below average. In the area of Spelling, Mr. Jones scored a raw score of 36 which yielded a standardized score of 88; this score also ranked at below average. However, Mr. Jones ranked above average in Math Computation with a raw
This assessment is designed to assess the student’s ability to complete the following phonemic tasks: syllabicating words, distinguishing initial sounds, distinguishing rime and rhyme, distinguishing
The ability to test a student’s language skills is essential to have as a teacher. Over the years, classrooms have become much more diverse with a wide variety of impairments being presented on a daily basis. Often, these disabilities contain a language impairment that appears as a side effect of the main disability. Unfortunately, assessing language is not as easy as one may think because it is not clearly defined and understood. Kuder (2008) writes that “…language is not a unitary phenomenon- it is ‘multidimensional, complex, and dynamic; it involves many interrelated processes and abilities; and it changes from situation to situation” (pg. 274). Language also develops at different times for different individuals, thus making language assessment an even harder task for test administrators to grade and evaluate. In order to further understand the language impairment that students present, teachers need to be aware of appropriate language tests that could be administered. In order to assure that the best language test is being issued to a student, several various tests exist to choose from. To test a student’s overall language capability, a comprehensive language test, such as the Comprehensive Assessment of Spoken Language (CASL) or the Oral and Written Language Scales (OWLS), could be administered. If a teacher wanted to test a specific language skill such as pragmatics, phonology, syntax, or semantics, the teacher would need to find the best test for the student’s unique situation.