© University of Melbourne and Catholic Education Office Melbourne 2004 Page 12 of 14
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CONFIDENTIAL
ERIK – EARLY READING INTERVENTION KNOWLEDGE
NAME:
SCHOOL:
GRADE LEVEL:
DATE OF BIRTH:
AGE AT ASSESSMENT: years months
DATE/S OF ASSESSMENT:
SCHOOL EXAMINER/S:
This assessment profile describes the student’s knowledge in a range of psycholinguistic and cognitive areas necessary for learning to read. The student’s performance on the assessment profile will be used to determine an appropriate intervention pathway to meet the student’s needs. The three intervention options or teaching pathways are Phonological Awareness, Orthographic Processing and Comprehension.
Each intervention pathway consists of, up to, 60 lessons, 30-45 minute sessions, 3-5 days a week. The school will determine how they will implement the program according to their current staffing capacity. Successful discontinuance is defined as achieving the average text level reading ability of their school year cohort, or completion of the 60 sessions. Further assessment may be required for students who are not performing or making expected gains.
SCORING SYSTEM
Standard Scores – Average = 100 Average range = 85 - 115
Percentiles – If 100 students the same age did the same test under the same conditions, the percentile ranking indicates the number of students this student would have equalled or done better than. – Average range = 16 - 84
Stanines – Rankings 1-9 Average range = 4 - 6
RECOMMENDATIONS:
(The student)’s performance on the ERIK assessment profile indicates that he/she would benefit from inclusion in the Phonological / Orthographic / Comprehension teaching pathway.
PRE-EXISTING SCHOOL LITERACY DATA
* ROL score: ______
* Letter Identification ______
(*Scores taken from Marie Clay's Observation Survey)
BURT Word Reading Test: ______
Entry book level: ______Exit book level: ______
PREVIOUS INTERVENTION PROGRAMS
Reading Recovery Yes / No ______No. of sessions
Corrective Reading Yes / No ______No. of sessions
Bridges Yes / No ______No. of sessions Other Reading Program: ______
PLEASE NOTE: Modifications have been made to the number of core test items since the completion of the research project to streamline the assessment process and to allow schools to profile students without having to submit a Referral to CEOM. Therefore there is a discrepancy in the order of the task numbers.
ERIK ASSESSMENT PROFILE – CORE TEST ITEMS
Task 1: Reading Ability Neale Analysis of Reading Ability – 3rd Edition
Materials: Neale reader and Score Sheet
· Use the yellow section of the Neale passages (for pre-testing).
· Work through the practice passage giving as much assistance as you feel appropriate.
· Commence testing with the Level 1 passage.
· Score the reading accuracy by subtracting the number of errors from 16.
· Score the comprehension by marking how many questions were correctly answered.
· Record the time taken in seconds with each passage administered.
· Cease testing if the student has difficulty with the Practice Passage and makes between 8 and 10 accuracy errors at Level 1.
· Cease testing when the student makes twelve or more errors on a passage.
Neale / Raw Score / Percentile Rank / StaninePre / Post / Pre / Post / Pre / Post
Accuracy
Comprehension
Rate
Comments on performance: ______
______
Task 2: Letter-Sound Decoding
Materials: Stimulus, Appendix 1
Instruction to student: Look at these strange words. Listen to how I say them. Point to buv glag sotl as you say each one - buv glag sotl. These don't sound like real words, do they?
I am going to show you some other strange words. They are not real words.
Say each one as I point to it.
If a student attempts to match a response with a known word, remind her / him that these are not real words and go through the three practice examples again.
Record each student's response on the chart below. If the response is correct, tick it. Note whether each correct response is automatic (write A beside tick) or attention demanding (write AD beside the tick). If incorrect, note as accurately as possible what is said. Note two or more attempts at any letter string.
Target / Response / Target / Response / Target / Responseob / ag / iv / / 3
(vc words )
mit / lum / sot / / 3
(cvc words)
slad / freg / crot / / 3
(ccvc words)
mond / tepl / gint / / 3
(cvcc words)
Pre-Intervention Score: ______/ 12_
Comments on performance: ______
______
______
POST
Target / Response / Target / Response / Target / Responseob / ag / iv / / 3
(vc words )
mit / lum / sot / / 3
(cvc words)
slad / freg / crot / / 3
(ccvc words)
mond / tepl / gint / / 3
(cvcc words)
Post-Intervention Score: ______/ 12_
PLEASE NOTE: Tasks 3, 4, 5, 6, 17, 22 and 23 are no longer administered as part of the ERIK assessment profile. These tests might be administered as part of a full academic assessment IF a student requires further assessment.
Tasks 9 – 11: Phonological Awareness Sutherland Phonological Awareness Test (SPAT)
Instructions for administration of test items are provided below.
Task 9 SPAT Item 6: Segmentation 1 (VC, CV, CVC): * Materials: Stimulus, Appendix 4
Instructions: Break up these words into separate sounds. Say the sounds out loud as you tap on the numbers, so that you can tell me how many sounds there are in the word. For example, the sounds in ‘up’ are u…p… - that’s 2 sounds. Encourage the student to use the sounds, not letter names. Record the actual sounds the child says: score correct, only if the phonemes are correct.
Practice: pin (p.. i.. n.. – 3 sounds)
1. am (a.. m.. 2) 2. go (g.. o.. 2) 3. seat (s.. ea.. t.. 3) 4. mug (m.. u.. g.. 3)
Task 10 SPAT Item 7: Blending (VC, CV, CVC): * Materials: None required
Instructions: Join the sounds I say to make a word. For example, if I say ‘i… ce…’ that makes ‘ice’.
Practice: m.. oo.. n.. (moon)
1. s.. ee.. (see) 2. d.. ay.. (day) 3. r.. oa.. d.. (road) 4. g.. a.. te.. (gate)
Task 11 SPAT Item 9: Segmentation 2 (CCVC, CVCC): * Materials: Stimulus, Appendix 4 Instructions: Break up these words into separate sounds, just as you did before. Say the sounds out loud as you tap on the numbers, so that you can tell me how many sounds there are in the word. For example, the sounds in ‘sleep’ is s.. l.. ee.. p.. - that’s 4 sounds. Encourage the student to use the sounds, not letter names. Record the actual sounds the child says: score correct, only if the phonemes are correctly pronounced. Note if student pronounces the /t/ in ‘trip’ as ‘ch’: This error need not be penalised.
Practice: snake (s.. n.. a.. ke.. - 4 sounds)
1. trip (t.. r.. i.. p) 2. spoon (s.. p.. oo.. n) 3. beast (b.. ea.. s.. t) 4. bond (b.. o.. n.. d)
Sutherland Phonological Awareness Test / ResponsesSPAT No / Name / 1 / 2 / 3 / 4 / Score
6 / Segmentation (1) / /4
7 / Blending / /4
9 / Segmentation (2) / /4
Combined score: /12_
Comments on performance: ______
______
Task 12: Verbal Analogies
Materials: None required
Instruction to student : I am going to say a sentence to you that is not finished. Listen carefully. I want you to finish it off for me.
Say A cat meows, a dog _____ Pause briefly after dog so that the student is aware that a word needs to follow dog . If the student answers correctly, say, Yes, that's good. A cat meows, a dog barks. If the student has difficulty providing the response or answers incorrectly, say 'barks'. A cat meows, a dog barks.
Give a second practice example. Say A fish swims, a bird _____. After the student has responded, say the complete sentence A fish swims, a bird flies.
Read each of following to the student. Say : Listen carefully. I want you to finish off each of these for me. You need to say one word to finish each one off. If the student has difficulty with any of them, replay the practice example. If the student says more than one word, remind her / him that we are looking for one word answers only and give a second go. Write the student's response to each. Correct options are shown in brackets after each response.
Finish off what I say / Correct Alternatives / ResponseYou walk slow and you run / fast, quickly, rapidly
A cap goes on your head and a shoe on your / foot
A ship sails and a plane / flies
A pie you eat and a coke you / drink
When you are thirsty you drink, when you are tired you / rest, sleep, nap
The sky is blue and the sun is / yellow, golden, white, bright
Cars go on roads and trains go on / rails, tracks
Cans are made of metal and bottles are made of / plastic, glass
You cut wood and you mow / grass, lawn
Score: ______/ 9_
Comments on performance: ______
______
Task 13: Matching Spoken and Written Forms of Words
Materials: Student Record Sheet, Appendix 5
* NOTE: Student records on the Student Record Sheet
Instruction to student: I am going to show you a box with some words in it. I am going to say one of the words. I want you to find the word I say and put a line through it. Here is an example. I say the word top. Here is the list of words. tom ted top ten. This one is top. See how I put a line through it. Now you have a go with the second box. The word I want you to find is bat.
Now we will have a go at the other boxes. First we are going to do it for letters. I will say a letter/word and you try to find it as fast as you can. As soon as you find it, put a line through it. Note how long the student takes to find the letter/word (in seconds) in each box. Record it next to the target letter/word for the box below.
Target / Item identified / Time in seconds / *A or AD1. / n
2. / p
3. / in
4. / at
5. / hog
6. / ham
7. / lid
8. / brag
9. / rug
10. / cut
11 / stun
12 / limp
* A = Automatic AD = Attention Demanding
Total Score: ______/ 12__
Score: ______(correct & Automatic) Score: ______(correct & Attention Demanding)
Comments on performance: ______
______
Task 14: Learning an Orthographic Code
Materials: Student Record Sheet, Appendix 6
* NOTE: Student records on the Student Record Sheet
Look at this pattern. Under each letter below is a special mark.
a / b / e / f / g / h= / I / 0 / X / II / ___
Administer the practice set. Here are some ones for you to do. I want you to write under each letter the special mark that goes with it. Do as many as you can, Work through them one by one and don't leave any out. If you make a mistake, just go over it and then keep going.
Practice item:
h / e / g / b / f / aWhen the student has finished this, introduce the task, as follows:
Here you can see there is a long string of letters. I want you to write under each letter the special mark that goes with it. Do as many as you can, Work through them one by one and don't leave any out. If you make a mistake, just go over it and then keep going. Record the student’s responses in the boxes below.
Allow exactly one minute for this task
a / f / b / g / e / h / a / b / e / f / hb / f / h / f / h / a / g / e / b / g / e
g / e / b / a / e / f / b / e / h / f / h
No. accurately completed: ______/ 33_ No. of errors: ______
Comments on performance: ______
______
Task 15: Phonological Short Term Memory
Materials: None required
Instruction to student: I am going to say some more strange words to you. They are not real words. I want you to listen to what I say and then you say them after me.
Here is a practice: Listen to what I say and then you say it. fim lut Now you say them.
Give a second example: fot reg
I am going to say some other strange words. They are not real words. Say each set of words after I have said it
If a student attempts to match a response with a known word, remind her / him that these are not real words and go through the three practice examples again.
Record each student's response in the space above each non word. If the response is correct, tick it. Note whether each correct response is automatic (write A beside tick) or attention demanding (write AD beside tick). If incorrect, note as accurately as possible what is said. Note two or more attempts at any letter string.
Cease testing if the student gets no correct responses in two consecutive groups.
Response / Response1 / oz ib ug / 6 / spak crig srep snock
2. / ma fo lee / 7 / mupt nels paxt
3. / gat miv lub / 8 / gont luft filt vemp
4. / mon neg fim cag / 9 / grusk smont slekt
5 / grun slev plag / 10 / spefl grist srapt flump
Total Score: ______/ 10_
____/2_ (2-sound) ____/2_ (3-sound) ____/4_ (4-sound) ____/2_ (5-sound)
Comments on performance: ______
______
Task 16: Visual Symbolic Processing
Materials: Student Record Sheet, Appendix 7
* NOTE: Student records on the Student Record Sheet
Directions: Point to the two boxes below. Look at this box. Point to the left side box. Now look at this box. Point to the right side box. See if you can find one of these (point to the left side box) in here (point to the right side box).