Early Literacy Assessment

However, there are pros of this assessment. These pros are the DIBELS is designed to measure different areas in early literacy which include, but are not limited to phonemic awareness, fluency, vocabulary, and more. All of these areas should guide instructors on ways to teach reading. Students use each of these areas to read, and understand what is being read. Therefore, this test will show teachers what areas students have mastered in early literacy skills, and what areas need to be focused on. This assessment is of no cost, compared to other exams, teachers can sign up for free accounts and download passages without having to come out of pocket. The DIBELS assessment test are administered individually, which allows for teachers to see if students are struggling in a certain area of reading. (Coulter, Shavin, &, Gichuru, 2009) For example, student Jane Doe needs assistance with comprehension, and Bob Doe needs more help in phonics.

▪ phonemic awareness /oral language: The student is scoring very well in phonemic awareness/oral language. He was able to get 10 out of 10 in sounding out words. He was also able to identify and say almost the entire alphabet.

As you can see, Student 1 increased their score four out of the six times on their weekly comprehension skills check from their basal reading series. However, that student did not reach proficiency during the 6-week intervention period. This student did not reach the benchmark goal for the DIBELS Daze assessment, but did increase their score from January to May by six points.

The type of assessment tool that would be used to measure students’ fluency is DIEBELS Oral Reading Fluency (DORF). The target intervention for the four students is improving their reading fluency to a 2nd grade level. DORF is a standardized test that measures student performance of reading word from the grade level by being timed for 1 minute. Students are instructed to read a passage as best as they can while the teacher is monitoring how many WPM they can read accurately in 1 minute. DORF also asks students to describe what they just read to allow a more accurate *** of students level or reading and avoid students reading quickly because they know they are being timed. (**p.32-33). The selecting of DIEBELS DORF was selected based on the

Addison was administered the Fountas and Pinnell Benchmark Assessment System in order to determine her current reading level. The following table demonstrates Addison’s independent, instructional, and frustration reading levels and a brief explanation of the levels compared to grade levels.

Jazzmaire tries her best in math class but the work is hard for her. She does not ask for help when she does not understand a new concept. Jazzmarie uses a calulator, multiplication chart and "cheat sheets" daily. When given an assessment, it is modified and she is allowed to make test corrections to grades below 70%.

The student read aloud will serve as a formative assessment on fluency and word recognition.

I scored the listening and talking topic at 6.67. Helping children understand language received a score of seven because the staff uses a variety of words, including sight words and high frequency words. The staff also does a

She scored 15/34 on the elision subtest, 26/33 on the blending words subtest, and 28/32 on the phoneme isolation subtest. Her grade equivalent on the blending words subtest was 9th grade. Overall she was found to be above average and she was in the 79th percentile.

After thorough explanation, Rheya still faced difficulties in understanding what skill was being asked of her. Although, maybe it wasn’t confused and instead it was her genuine comprehension of the assessment. But during the assessment, for several letters, she just pronounced the letter, rather than sounding out the letter as asked. For example, instead of sounding out the letter “d” like /d/, she would just repeat the letter back to me. I paused a few times after her mistakes to try to reiterate what the assessment was, but unfortunately, she was still unable to correctly sound out several of the letters. Additionally, when it came to consonant diagraphs, she was unable to sound out any of the four listed diagraphs. Overall, she did sound out 20 of the 30 letters/consonant diagraphs.

“Literacy learning has a profound and lasting effect on the social and academic lives of children. Their future educational opportunities and career choices are directly related to literacy ability. Since early childhood is the period when language develops most rapidly, it is imperative that young children are provided with a variety of developmentally appropriate literacy experiences throughout each day, and that the classroom environment is rich with language, both spoken and printed. Early childhood teachers are responsible for both understanding the developmental continuum of language and literacy and for supporting each child’s literacy development.

We currently use the STAR Reading and STAR Early Literacy assessments to gather diagnostic information about the knowledge students bring to reading. The students are assessed in the fall and the spring. However, the teachers have the choice to use the STAR as a progress monitoring tool also. In the fall all first graders get a mass screening using first grade oral language screener. Any student that fails the screener is given a criterion referenced screener called the Clinical Evaluation of Language Fundamentals. Also, any Grade 2-5 students who fall below the 25th percentile on the STAR assessment are selected and will be screened using the CELF-V screener. The end of the year data indicated that a very high percentage of the students

The words ranged from simple words like "a" to more complex words like "number". For this assessment, I printed the sight words onto bigger cards and I laid them out for J.R. Her job was to read the words that were listed. If she read them correctly and without hesitation then she got it correct. However, if she had to spell out the word or if she hesitated for a long period of time then I marked it wrong because she is supposed to recognize them right away. J.R. did fairly well on this assessment. She was able to recognize 88 sight words out of 100. I recognized that the words that she got wrong were the harder sight words. The second assessment that I completed with J.R. was the spelling inventory assessment. For this assessment, I gave J.R. a simple spelling test. I would say the word to her and include the word in a sentence. As I did this, J.R. wrote the words down. This assessment was given to see if J.R. could hear and write the constants (initial and final), the short vowels, digraphs, blends, and common long vowels that appear in the words that were given. This was one of the assessments that J.R. struggled with. She spelled most of the words wrong and she had trouble identifying digraphs and blends in words. The third assessment that I conducted was the phonemic awareness assessment. This assessment tested skills such as rhyming, phoneme isolation, oral blending, oral segmentation, and

|Dynamic Indicators |A set of procedures and measures for |DIBELS are designed to be short (one minute) fluency |

The purpose of this assessment is to find if the student can segment sounds within a word and to see how many sounds the student can correctly segment in one minute. To administer this assessment I began by explaining the rules to Maddy. I gave her an example of sun, and I segmented the sounds in sun to /s/ /u/ /n/ and had her segment pin to show she understood. Then I set the timer to one minute and began by giving Maddy the first word on the list. As she segmented the sounds I put a check above the sounds. If Maddy said 2 sounds together I placed a line under the sounds. If she skipped a sound I put a slash through the sound. Once the timer indicated a minute was up I thanked her for telling me the sounds in the