Individual Phonemic Analysis a Curriculum-Based Measure

1. Individual Phonemic Analysisa Curriculum-Based Measure IPA

2. CBM Individual Phonemic Analysis • For students in Infant 1 & 2 • Student hears and sees different tasks to measure early reading skills • Sounds or letters - Word Reading • Telescoping - Sentence Reading • Segmenting • Teacher marks errors on Teacher copy • Chapter III of Reading Manual (pp. 33-62) • Administered to 100 students

3. Preskills for decoding words • Left to right direction • Letter sound correspondences • Auditory preskills: Telescoping Segmenting

4. Characteristics of IPA • Curriculum-based measures. • Easy to create, administer, score, and interpret. • Require students to produce a response so that educator observes rather than infers what the problems are. • Useful for assessing individual students, consulting with teachers, or conducting inservices for teachers.

5. Characteristics of IPA (cont.) • Both correct and error responses are recorded to provide information for diagnosis and intervention. • Sensitive to change, even over short periods of time. • Use multiple forms to ensure that you are assessing learning and not memorization. • Use standardized administration to reduce systematic error in administration.

6. IPA Sound/Symbol Identification

7. IPA Letter Identification (same form)

8. Case Study 1 Hannah

9. Analysis of the data: Describe the data points for this student in relation to the AIMLINE Describe the types of errors this student is making in the close materials. Decision: Collect more data Intervention Increase the goal for this student Intervention description:

10. Hannah - IPA Letter Names November 3rd

11. Hannah - IPA Letter Names November 10th

12. Hannah - IPA Letter Names November 17th

13. Case Study 1 Hannah

14. Sounds Error Analysis

15. Instructional Design Structure • Identify Error pattern/type • Selection of Examples • Sequence of Examples • Practice Examples • Test Examples • Continue IPA measures

16. EXAMPLE Design to TeachLetter-Sound Correspondences Knowledge form: Simple fact - one to one relationship Known preskills: a, m, r, t, e, Procedure: a. example selection b. design c. presentation s t m r s e s a e

17. Letter Identification Intervention for Hannah Knowledge form: Known preskills: Procedure: a. example selection b. design c. presentation

18. IPA Sound/Symbol Identification

19. IPA - Telescoping

20. Box Plot Distribution of Scores

21. * Manual page 177

22. Case 1 Hannah Telescoping and Segmenting

23. Hannah – Telescoping Nov. 3rd Segmenting

24. Hannah – Telescoping Nov. 10th Segmenting

25. Hannah – Telescoping Nov. 17th Segmenting

26. Error analysis • Involves reviewing the student’s scored CBM reading probes to identify specific error types and patterns • Set priorities for teaching Error patterns • Indicate areas in need of further instruction • Constitute a database for determining what content and strategies to teach

27. Error Analysis Telescoping Segmenting Initial Middle End Initial Middle End

28. Preskills for decoding words • Left to right direction • Letter sound correspondences • Auditory preskills: Telescoping Segmenting

29. Beginning Word Reading Design • Known Preskills: • Sound/symbol identification (at least 2 letters) • Left to right direction • Telescoping and Segmenting • m, a, s, r, t, am, sam, ram, rat, sat, mat, at, mass . . .

30. rat sam mas at 4 or 5 words 2 – 3 letters it, at, am, if Fit, fat, rid, ram, sit, sat, mitt, mat, mad, sad, fad, Sam, rat, Create a word list m, a, s, r, t, i, d, f

31. Beginning Word Reading Delivery • Strategy: sounding out words am mat Do not allow students to stop between the sounds

32. Play Word Games • Practice telescoping and segmenting • Initially • 2 to 3 letter words • Initially continuous sounds in the beginning • Use words familiar to the students language repertoire • Teacher says slow student says word • Teacher provide models/demonstrate • Practice together • Students answer alone • Same process as above with segmenting • Difference is that teacher says the word and the student says the sounds in the word. • Practice both telescoping and segmenting

33. IPA Word and Sentence Reading: SCORING

34. Hannah

35. Hannah – Word & Sentence Reading Nov. 3rd

36. Hannah – Word & Sentence Reading Nov. 10th

37. Hannah – Word & Sentence Reading Nov. 17th

38. Word types vc words (am, it) cvc words all continuous sounds (man, rim) cvc words stop at beginning (pan, kiss) Blends (plan, fast) # of errors Note vowels _______________ _______________ _______________ _______________ Error Analysis (suggestion)

39. Beginning Word Reading Guidelines for word lists (discrimination and practice) • 8-10 words (initially 2 - 4 words) • Usually 5-7 minutes of reading • Unpredictable word order • No pattern • 30 - 50% of words contain new skill • Alter position of word types and use of letters.

40. Beginning Word Reading Guidelines for word lists (discrimination and practice) • initially 2 - 4 words (build to 8-10) • Usually 5-7 minutes of reading • Unpredictable word order • No pattern • 30 - 50% of words contain new skill • Alter position of word types and use of letters.

41. Case 2 Patrick • Infant 1 Student • Patrick has taken CBM measures from the beginning of the school year to this point in early November. Patrick cooperates during reading instruction. • Patrick’s teacher set a goals as seen on each graph. • Score the three attached IPA Measures that Patrick has completed most recently • Graph Patrick’s performance. • Review her data on the graph, look at performance in relation to aimline • Determine next steps for Patrick’s program. • Individual Graph in IPA scores for Patrick B.

42. Analysis of the data: Describe the data points for this student in relation to the AIMLINE Describe the types of errors this student is making in the close materials. Decision: Collect more data Intervention Increase the goal for this student Intervention description: