DIAGNOSTIC TESTS (T1) and RECORD SHEETS

CUMBRIA READING INTERVENTION

DIAGNOSTIC TESTS (t1) AND RECORD SHEETS

(for use with children at the start ofthe twelve weeks of CRI training)

P J Hatcher

Page

Contents

Assessments17

Concepts about print19

High frequency words23

Text reading: running record39

Letter identification45

Written language52

Early writing vocabulary59

Sounds in writing63

Sound Linkage: test of phonological awareness (Peter Hatcher)67

Sound Linkage: from assessment to teaching73

Burt (rearranged) word reading test74

Schonell graded word spelling test78

Summary sheets83

Cumbria Reading Intervention: summary test record sheets85

Cumbria Reading Intervention: summary strategy sheet89

Cumbria Reading Intervention: pre- and post-intervention test summary93

Assessments

Concepts about Print

Aims

To determine whether children have mastered significant concepts about print, including:

• the fact that the book has to be correctly oriented for reading
• the fact that the print carries the ‘message’
• the directional rules of print
• the fact that there is a one-to-one relationship between spoken and written words
• awareness of specific words and phrases that are used to refer to parts of a story, or a word
• the notion that, as in speech, a sequence of printed words can be used to ‘guess’ at unrecognised words
• the function of specific punctuation marks.

Materials

• the book ‘Look What I've Got!’ by A. Browne. Make sure you have numbered the pages of this book in advance
• two pieces of card (approx. 9 x 7 cm)

Instructions

Sit alongside the child.

Correct orientation of book and concept of print carrying the message

Hold the book vertically by its outside edge (spine towards the child) and say:

“I want to read this story to you. Will you show me where to start reading?”

Did the child open the book the right way round?[]

Was the child able to guide you to the first section of print?[]

Total[]/2

Directional rules of print

Read the first page (do not point to the words with your finger). After doing so, turn to page 2 and ask:

“Where should I start?”

Was the child able to point you to the left part of the print on page 2?[]

Read page 2. Then, ask:

“Where should I go now?”

Was the child able to indicate the first word of the first line on page 3?[]

Point to the first word on page 3 and say:

“Which way do I go?”

Was the child able to indicate that you should go from left to right along the line?[]

“Where should I go after that?”

Was the child able to indicate a return-sweep to the next line?[]

Total[]/4

One-to-one matching of spoken and written words

Read page 3, say:

“Now I want you to point while I read the story.”

Read the page slowly but fluently. Do not point to the words.

Was the child able to point to the words one-by-one as you read them?[]

Total[]/1

Use of meaning to predict unknown words

Say:

“Let's go back and read that again.”

Read pages 1 to 5.

On page 6, raising your tone to show that you expect the child to complete the sentence,

read the words:

“Are you all ...... ?”

If the child doesn't respond, say:

“I keep missing a bit out. What should it be?”

“Are you all ...... ?”

Was the child able to supply a word that makes sense?[]

Read pages 7 to 10. On page 11, again raising your tone to show that you expect the child

to complete the sentence, omit the word ‘pleased’ from the end of the sentence.

“The park-keeper didn't seem very ...... ”

Was the child able to supply a word that makes sense?[]

Read pages 12 to 16. On page 17, omit the word ‘terrified’ from the end of the sentence.

“Sam was ...... ”

Was the child able to supply a word that makes sense?[]

Total[]/3

Concepts of ‘first’, ‘last’, ‘top’, and ‘bottom’

Finish the story. After doing so, say:

“Show me the bit you like best in that book.”

After the child has done so, say:

“Show me the first part of the story.”

Was the child able to point to either the first line, word or letter of the story?[]

“Show me the last part of the story.”

Was the child able to point to either the last line, word or letter of the story?[]

Turn to page 21, and say:

“Show me the bottom of the page.”

Was the child able to show you the bottom of the page?[]

“Show me the top of the page.”

Was the child able to show you the top of the page?[]

Total[]/4

Punctuation marks

Turn to pages 6, 8 and 15. Point to the punctuation marks indicated below, or, trace them

with a pencil, and for each one ask:

“What’s this?” and “What’s this for?”

Was the child able to either give the name and/or explain the

function of:

NameFunction

full stop[][]

question mark[][]

speech mark[][]

exclamation mark[][]

comma?[][]

Total Name []/5

Total Function[]/5

Letter and word awareness

Turn to page 12. Give the two pieces of card to the child and before each of the following

items say:

"Can you move the cards so you can only see

Was the child able to show you:

a letter[]

two letters[]

a word[]

two words[]

the first letter of a word[]

the last letter of a word[]

a letter in the middle of a word[]

a capital letter?”[]

Total[]/8

High Frequency Words

Aim

To determine the extent to which children can recognise the first 100 high frequency words.

Materials

• High Frequency Words: Window Sheet
• high frequency words test sheets
• High Frequency Words: Record Sheets

Instructions

Cut out the rectangle on the window-sheet. Expose each line of words to children and ask them to tell you any of the words that they know.

Begin with the sheet containing Phase 2 words from letters/sounds. If children can read more than 24 of these, continue with the next two sheets containing words from Phases 3-5. Otherwise discontinue.

Record children’s responses on the corresponding record sheets. When recording, do not lose information. If a child ‘sounds out’ a word note this on the record sheet. If a child reads a word wrongly, note the word they said.

Do not put children in a position of repeated failure. If the child is struggling, select words you think they may know and ask:

“Do you know this one?”

“Or this one?”

High Frequency Words: Window Sheet

cut out this rectangle

ahadif

Ibackgot

mumtoup

itintobut

dadhimcan

isputat

bigtheon

gooffin

getandno

asnothis

anof

willhefor

thatseewe

lookbethis

themnowmy

withtheyher

wasdownall

areshethen

metooyou

helponeout

whenchildrenwhat

solittlejust

come

wenthavehouse

saidlikedo

somewerehere

verytherefrom

timedayoh

aboutcalledtheir

it’sMrlooked

yoursawcould

askedmadedon’t

oldMrsmake

peoplebyI’m

came

High Frequency Words: Record Sheet

Name ...... Date ...... /…..../......

Write any incorrect responses adjacent to the word read by the child.

Number of words correctly identified by the child:[]

Comments:

Text Reading: Running Record

Aims

To determine:

• the Hatcher levels at which children can read text at easy, instructional and hard levels
• children’s strengths and weaknesses in reading text at different levels (easy, 95%+ reading accuracy; instructional, 90 to 94% reading accuracy; and hard,<90% reading accuracy).

Materials

• texts thought to be respectively at the easy, instructional and hard levels of difficulty. It is suggested that children’s responses to the High Frequency Words test be used as an initial guide to their level of text reading
• Running Record: Practice Sheet or a piece of plain paper and a pen/pencil

Instructions

Administration

Select passages of 100 to 200 words from each text. At the early reading level, fewer words can be used. Introduce the book in the way described in Section 6 of this handbook.

Using the coding procedure outlined in the section ‘Learning to Take a Running Record’, record everything that the children say and do as they read passages. Administer passages until easy, instructional and hard text levels have been identified.

If there is any doubt about the child’s sense of reading direction ask them to:

“Use your finger to help you to read it.”

When children have finished reading, write the correct words, from the text, under the errors on the running record.

Score the running record in terms of percentage reading accuracy as outlined in the section ‘Learning to Take a Running Record’.

Score the running record in terms of self-correction (SC) rate as outlined in the section ‘Learning to Take a Running Record’.

Analysis

Directional movement

Did the child have control over directional

movement

YesSometimesNo

left to right[][][]

top to bottom[][][]

return sweep?[][][]

Clues used to read unknown words

To be as objective as possible, all the errors and self-corrections should be looked at in terms of the following questions:

Did the child use Meaning? (Did the error make

sense within the context of the story?) YesSometimesNo

[][][]

Did the child use Syntax? (Did the error fit the

grammar of the text?)YesSometimesNo

[][][]

Did the child use letter-sounds (Auditory Cues) for

YesSometimesNo

the initial letter[][][]

the final letter[][][]

a middle letter?[][][]

Did the child use letter combinations such as

YesSometimesNo

initial blends[][][]

final blends[][][]

vowel digraphs[][][]

consonant digraphs?[][][]

Did the child use visual cues?

Did the child respond to ‘obvious’ features of

words e.g. recognising house because of

the ‘s’, or cat because of the ‘t’?YesSometimesNo

[][][]

Did the child use rimes (e.g. ‘ouse’ in house,

and ‘at’ in cat?)YesSometimesNo

[][][]

Did the child identify other letter strings such as

YesSometimesNo

the first syllable[][][]

the last syllable?[][][]

Did the child make visual errors such

as reversals?YesSometimesNo

[][][]

If the letters M, S, V or A are entered over each error on the running record, to signify the use of meaning, syntax, visual or auditory cues, the frequency of circled letters can be used to give an indication of the strategies being used by the child.

Self-correction

Before, or after, making an error did the child:

YesSometimesNo

seek help[][][]

pause[][][]

try again[][][]

return to the beginning of the line[][][]

return back just a few words[][][]

repeat the word only[][][]

repeat the initial sound[][][]

read to the end of the line? [][][]

Cross-checking strategies

Did the child take note of discrepancies between

meaning, syntax, visual and auditory cues?YesSometimesNo

[][][]

Record any examples of the MSVA strategies being used in
combination.

------

------

------

------

Running Record: Practice Sheet

Book ...... ……………..Hatcher level …………………………

|Total words (TW) = ......

|------

|Errors: No.

|

|Omissions ......

|

|Insertions ......

|

|Miscues/told ......

|

|TTA ......

|

|Total(E)= ......

|------

|Self-help behaviour: No.

|

|Self-corr. (SC)= ......

|

|Soundings out= ......

|

|Repetitions= ......

|------

|Adult-centred behaviour: No.

|

|Telling child a word ......

|

|Child appealing ......

|------

|% R.A. = [(TW - E)/TW] x 100

|

|( - )

| =------x 100 = ......

|......

|------

|Text level

|

|Easy (95%+) ......

|

|Instructional(90-94%) ......

|

|Hard(80-89%) ......

|------

|% S.C. = [SC/(E+SC)] x 100

|

| ....…

| = ------x 100 = ......

| ( + )

______

Book ...... ……….Hatcher level …………………………

|Total words(TW)= ......

|Total errors(E)= ......

|TW - E= ......

|______

|% R.A. = [(TW - E)/TW] x 100

|

|=------x 100=......

|......

|______

|Text level Tick

|

|Easy(95+%) ......

|Instructional(90-94%) ......

|Hard(80-89%) ......

|______

|

|Self-corr.(SC)= ......

|______

|% S.C. = [SC/(E+SC)] x 100

|

| ….…

| = ------x 100 = ......

| ( + )

______

Book ...... ……….Hatcher level ………………………….

|Total words(TW)= ......

|Total errors(E)= ......

|TW - E= ......

|______

|% R.A. = [(TW - E)/TW] x 100

|

|=------x 100=......

|......

|______

|Text level Tick

|

|Easy(95+%) ......

|Instructional(90-94%) ......

|Hard(80-89%) ......

|______

|

|Self-corr.(SC)= ......

|______

|% S.C. = [SC/(E+SC)] x 100

|

| ....…

| = ------x 100 = ......

| ( + )

______

1

Letter Identification

Aims

To determine:

• the letters that can be identified, by ‘name’ and ‘sound’, or by association with words e.g. ‘b’ with ball
• the preferred mode for letter identification
• the identity of any letters that are confused.

Materials

• letter identification sheet
• Letter Identification: Record Sheet
• two different coloured pens for recording responses

Instructions

N.B. Every letter, upper and lower case, has a name and a sound that is commonly associated with it. There are therefore 104 possible correct responses relating to the names and sounds associated with letters

Do not ‘prime’ children by asking for letter names or sounds.

Present the lower case letters to the child and say:

"What do you call these?"

If the child’s response suggests that they will be able to identify some of the letters by name, sound or word association point to each letter (going across the rows) and ask:

"What is this?" "Do you know this one?" "and this?"

Record the child’s responses on the record sheet under the headings ‘name’, ‘sound’, or ‘word’ as appropriate. (A ‘word’ response for the letter ‘b’ may be ‘ball’, for example.) Repeat the above procedure with the upper-case letters.

After this first administration, record the child’s preferred mode of response to both upper and lower case letters in the spaces provided at the bottom of the record sheet.

Using a different coloured pen, the assessment should then be repeated until children have had an opportunity to give the ‘names’ and ‘associated-sounds’ of all letters. Go through both lower and upper case letters again until you have elicited as much information as possible with regard to the child’s knowledge of letter names and sounds.

The following requests for information may be used:

1.To get more information about letters for which the sound has been given but not the name:

“You called this letter a (saying its name as you point to the letter), that’s its name. Do you know the names for any more letters?” OR, depending on the number of letters that have not already been identified in this way “Do you know the name for this letter or this one?” (pointing to letters for which the name has not already been given)

2.To get more information about letters for which the name has been given but not the sound:

“You called this letter a (saying its sound as you point to the letter), that’s its sound. Do you know the sound for any more letters?” OR, depending on the number of letters that have not already been identified in this way “Do you know the sound for this letter or this one?” (pointing to letters for which the sound has not already been given)

Record the children’s responses on the Letter Identification: Record Sheet under the headings ‘name’ or ‘sound’. After the second administration count the total number of names and sounds known for upper and lower case and record in the spaces provided on the Record Sheet.

If the child is really struggling, follow the Instructions for children with very limited letter knowledge below.

Instructions for children with very limited letter knowledge

If, after administering the first row of letters the child does not appear to have much, if any, letter identification knowledge point to the first letter of their name and ask questions such as:

"Do you know this one?"

"Do you know a word that starts like this?"

"Do you know the name for this letter?"

"What sound does it make?"

Children should then be allowed to identify letters of their choice from the sheet. In order to avoid the child experiencing repeated failures, discontinue the test after five consecutive incorrect responses have been made.

1

afkpwz

bhoju

cylqm

dnsxi

egrvt

AFKPWZ

BHOJU

CYLQM

DNSXI

EGRVT

1

Letter Identification: Record Sheet

Name ...... Date ...... /...... /......

Total[]/104

Written Language

Aims

To determine:

• the language level of children’s written communication
• the degree to which children are able to:

• form letters correctly
• follow the rules of print (direction and punctuation)
• read back what has been written
• spell words correctly, and/or use spelling strategies.

Materials

• sharpened pencil
• Written Language: Record Sheet

Instructions

Either invite children to tell you about something of interest to them and discuss it with them, or, read and discuss the following story with them:

“The monster-man opened his big hungry eyes and looked around for something to eat. It must have been at least an hour since he had last eaten and now his stomach was growling ‘Err, grr, gimme, gimme, food!’

He skipped over to his favourite puddle and admired himself. ‘Grr, you do look ugly today,’ he said proudly, running his claws through his spiky green hair and blowing himself a kiss. ‘Now for lunch! Which dustbin should I search today?’”

Ask children to draw a picture about the topic they have been discussing.

Ask them if they can write anything about the story.

If the child says they cannot write, say:

"Well can you do something that looks like writing."

Where the child is willing to write a letter, word or sentence(s), explain that:

• you would like them to try and do the writing on their own but you will help them afterwards
• if they want to write part of a word, they should write any letter(s) they know or can hear. It might be the first letter (or sound) of the word, the last letter (or sound) of the word or the middle letter (or sound) of the word
• if they cannot hear any of the sounds in a word, they could put lines (e.g. c - t), so that you can see where the letter is meant to be.

When they have finished, ask them if they can read what they have written. Make a record of what they say.