Woodcock Munozpresentation Good

St. Thomas University

EEX 501

Oral Presentationof Assessment

Marie Michelle Glemaud

06- 17-06

Professor: Dr. Margaret Fahringer

Woodcock-Munoz Language Survey- -RevisedReport of Language Proficiency TestingEnglish

Woodcock-Munoz Language Survey Revised Report of Language Proficiency Testing English

Name: Aliaga, Santiago

Date of Birth: 06/05/1998

Age: 7 years

Sex: M

Date of Testing: 06/11/06

School: W.J Bryan ElementaryTeacher: Marie GlemaudGrade: 3.3Examiner: Marie Glemaud

TESTS ADMINISTED

Santiago was administered a set of tests from the Woodcock-Munoz Language Survey- - Revised (WMLS-R) English Form A

LANGUAGE EXPOSURE AND USE QUESTIONNAIR

Santiago was born in the United States. His

first language was Spanish. At home, he speaks

Spanish 100% of the time. Others in his home speak

Spanish 100% of the time. In informal social

situations, Santiago speaks English 75% of the time

and Spanish about 25 % of the time. In the

classroom, Santiago speaks English 50% of the time

and Spanish about 50 % of the time.

Language Exposure Con.

Santiago has been in a bilingual education

program receiving English and Spanish

instructions since pre kindergarten. He has

been exposed to academic instructions in

English and Spanish at school for 3 years.

TEST SESSION OBSERVATIONS

Santiago’s conversational proficiency seemed very advanced for a child of his age. He was exceptionally cooperative through the examination; his activity level was typical for his age and grade. He was attentive to the task. He appeared confident and self-assured through the examination. He responded promptly, but was careful doing so. He generally persisted with difficult task typical of his age and grade.

ENGLISH LANGUAGE PROFICIENCY TESTING

Woodcock-Munoz Language Survey, English Form A

Norms based on grade 3.3

Table of Scores

Tests/cluster Raw AE GE

Picture Vocabulary 36 11-9 6.1

Verbal Analogies 25 17-0 12.1

Letter-Word Identification 37 8-0 2.8

Dictation 36 8-9 3.8

Understanding Directions 15 13-6 8.8

Story Recall 17 9-2 3.7

Passage Comprehension 25 14-11 9.8

Test 1: Picture Vocabulary

In this test, Santiago achieved a raw score of 36. He received an

age equivalent score of 11-9 and a grade equivalent score of 6.1.

This implies that his performance is comparable to that of an11

year and 9months old student on the 6th grade. Any task of this

manner below the 11-9 will be quiet easy for Santiago; those

above the grade of 6 .1 level will be difficult for him.

Picture vocabulary measures aspects of alllanguage, including language development and lexical knowledge. The task requires the subject to identify pictures of object.

Test 2: Verbal Analogies

Santiago’s raw score is 25, which places him in an age equivalent score of 17-0, and a grade equivalent of 12.1. This shows that Santiago scores much higher than an average child of his age and grade level. In fact, this places him 10 years above age level and 4-grade level above his grade level. Verbal analysis tasks below the grade 12.1 level will be very easy for Santiago. For a boy his age, he is very advanced and bright.

Verbal Analogies measure the ability to reason using knowledge. The task requires listening to three words of an analogy and then completing the analogy with an appropriate fourth word.

Test 3: Letter Word Identification

Santiago achieved a raw score of 37 with an age equivalent score of 8-0 and a grade equivalent score of 2.8. Santiago demonstrates a performance that is much higher than an average child of his age. His scores show that he is performing one year above his age at a second grade level.

Letter-Word Identification measures letter and word identification skills. The early items in the test require the subject to identify letters of the alphabet. Later, words are presented, and the subject is required to fluently read the words.

Test 4: Dictation

Santiago achieved a raw score of 36. He received an age equivalent of 8-7 and a grade equivalent score of 3.8. This shows that Santiago is working in dictation as a child that is in the 3rd grade and one year his senior.

The initial items in Dictation measure prewriting skills, such as drawing lines, tracing letters, and copying letters. The remaining items measure the subject’s ability to respond in writing to a variety of questions pertaining to letter forms, spelling, punctuation, capitalization, and word usage.

Test 5: Understanding Directions

Santiago achieved a raw score of 15, an age equivalent score of 13-6, and a grade equivalent score of 8.8 This places Santiago 7 years above his grade level. He strongly understands direction as a child of his age and grade level. He is again above the average student of his age.

Understanding Directions measures aspects of oral language including listening skills, lexical knowledge, and working memory. The task requires the subject to listen to a sequence of audio-recorded instructions and then follow the directions by pointing to various objects in a colored picture.

Test 6: Story Recall

Santiago obtains a raw score of 17, an age equivalent score of 9-2, and a grade equivalent score of 3.7. This places Santiago’s performance to that of a 9 years old kid and a grade equivalent to that of a child in the third grade.

Story Recall measures aspects of oral language including listening skills, meaningful memory, and expressive language. The task requires the subject to recall increasingly complex stories that are presented using an audio recording.

Test 7: Passage Comprehension

Santiago achieved a raw score of 25, an age equivalent score of 14-11, and a grade equivalent score of 9.8. Santiago’s performance is comparable to that of the average student in 9.8, and students 7 times older than he is. For a first grader like Santiago, Passage comprehension tasks at first grade level sure are not that challenging for him; therefore, Santiago needs to be placed in an advanced honor or gifted class.

Passage Comprehension measures how well a subject understands written discourse as it is being read. The initial Passage Comprehension items involve symbolic learning, or the ability to match a rebus (pictographic representation of a word) with an actual picture of the object. The next items are presented in a multiple-choice format and require the subject to point to the picture represented by a phrase.

Reading

Reading measures letter and word identification skills and the ability to comprehend written passages while reading. Santiago demonstrates advanced English reading ability (passage comprehension AE level 14-11). His performance is as an average child in the9th grade. Reading task on grade level will be too easy for Santiago. He will benefit more from an advanced reading curriculum. In fact, I will consider Santiago for gifted in this area.

Writing measures spelling, punctuation, capitalization, and word usage. Santiago demonstrates a good performance in English writing ability. He is performing, as a child in the 8th grade level. Reading will be very easy for Santiago. In fact, I will consider Santiago for gifted in this area.

WritingWriting

Conclusion

Santiago’s ability to apply picture vocabulary, understanding Directions, Passage Comprehension, and Verbal Analogies is considered significantly high compare to his grade level expectation. When observe the result we can see that these four tasks’ scores range respectively from a grade level of 6 to 12. For Diction and Letter-Word Identification, Santiago’s performance was reasonable to understand that he was working at second and third grade level students. In the Diction section of the test, even though Santiago performs at a higher-grade level, he was having difficulty in spelling, punctuation, and capitalization. In the Story Recall task, Santiago’s grade and age level equivalent were also above grade level. In overall, Santiago’s performance will place him in an advanced or a gifted academic program.

Goals and Benchmarks

Goal: Student will apply phonetic principles to decode words at his instructional reading level.Benchmarks

1. Identifies letter matches to a sound.2. Blends letter sounds in one syllable words.3. Produces sound to common letter

combinations. 4. Compares words to find patterns to decode

new word.

Reading 1

Goal and Benchmarks cont.

Goal: Student will read short passages aloud with

fluency and expression at his instructional level.

Benchmarks

1. Read high frequency words.

2. Read phrases.

3. Attends to punctuation marks.

4. Interjects a sense of feeling while reading.

Reading 2

Goals and Benchmarks cont.

Goal: Student will compose grammatically correctly

sentences.

Benchmarks

1. Complete a simple sentence by choosing the correct ending from a group of phrases.

2. Identify the four kinds of sentences.

3. Write the four kinds of sentences with proper punctuation.

4. Make subjects and verb agree.

Writing