Assessment for Intervention Model

Preventing Reading Problems

Dr. Virginia Berninger

University of Washington

School Wide Screening and Intervention/Prevention

Grade All Students Screened for These Skills

Screening Tests for All Students

Additional Assessment to Pinpoint Processing Deficits in At-Risk Students

SupplementaryIntervention for At-Risk Students

Progress Monitoringfor At-RiskStudents

Kindergarten • Accuracy of letter naming, • Rhyming, Syllable and Onset Phoneme Segmentation

• Naming 26 lower case letters in random order(WIAT II Word Reading items)• PAL Rhyming, Syllables, Phonemes for K level

• PAL Alphabet Writing • PAL Copy A• RAN for objects or colors (NEPSY) or CTOPP

• Big Strokes for Little Folks (letter writing and naming)• PAL (1998) Phonological Lessons

Repeat Tests in Columns 3 and 4.

Use Adams, Foorman, Lundberg, and Beeler Phonological Awareness Program with all kindergartners (in phonemic awareness in young children published by Paul H. Brookes 1997)

WIAT II: Wechsler Individual Achievement Test (PsychCorp)PAL: Process Assessment of the Learner Test Battery (PsycCorp)NEPSY (PsychCorp)CTOPP (PsychCorp) Big Strokes for Little Folks (ProEd)PAL Research-Based Reading and Writing Lessons (PsychCorp)

1st • Accuracy of reading real words on a list • Accuracy of reading pseudowords on a list

• WIAT II Word Reading• WIAT II Pseudoword Decoding• or WJ III Word Identification • WJ III Word Attack

• PAL Coding;Syllables and Phonemes; • PAL RAN-Letters; • WISC IV Vocabulary

• PAL (2003) Lesson Set 1 for accuracy and rate of reading monosyllabic words; • Lesson Set 2 for accuracy and rate of reading polysyllabic words; • Lessons Set 11 for linguistic awareness, decoding, fluency, and omprehension;• Read Well

Repeat Tests in Columns 3 and 4 and progress monitoring included PAL Lessons.

Grade All Students Screened for These Skills

Screening Tests for All Students

Additional Assessment to Pinpoint Processing Deficits in At-Risk Students

SupplementaryIntervention for At-Risk Students

Progress Monitoringfor At-RiskStudents

WIAT II; Wechsler Individual Achievement Test (PsychCorp)WJ III: Woodcock Johnson (Riverside)PAL: Process Assessment of the Learner Test Battery (PsycCorp)WISC IV: Wechsler Intelligence Scale for Children (PsychCorp)PAL Research-Based Reading and Writing Lessons (PsychCorp)

2nd • Rate of reading real words and pseudowords on a list; • Oral reading fluency

• TOWRE Sight Word Reading Efficiency and Phonemic Reading Efficiency; • GORT accuracy and rate of passage reading

• PAL Coding; Syllables, Phonemes, Rimes; • PAL RAN Letters and Words; • WISC IV Vocabulary

• PAL (2003) Lesson Sets 6 and 9 for reading structure and function words, reading fluency, and word-, sentence, and text comprehension

Repeat Tests in Columns 3 and 4 and progress monitoring included in PAL Lessons.

Grade All Students Screened for These Skills

Screening Tests for All Students

Additional Assessment to Pinpoint Processing Deficits in At-Risk Students

SupplementaryIntervention for At-Risk Students

Progress Monitoringfor At-RiskStudents

TOWRE: Test of Word Reading Efficiency (ProEd)GORT: Gray Oral Reading Test (PsychCorp or Pro Ed)PAL Research-Based Reading and Writing Lessons (PsychCorp)WISC 4: Wechsler Intelligence Scale for Children (PsychCorp)

Use Read Naturally with all students for oral reading fluency and passage summarization (Ihnot & Ihnot, 1989).

3rd • Oral and silent reading fluency

• GORT 3 accuracy and rate of oral reading; • PAL Sentence Sense

• PAL Coding; Syllables, Phonemes, Rimes;• PAL RAN Letters and Words;• Delis Kaplan (DKEFS) Color-Word Interference and Verbal Fluency

PAL (2003) Lesson Sets 12 and 15 for phonological, orthographic, morphological awareness, decoding, reading fluency, and reading comprehension

Repeat Tests in Columns 3 and 4 and progress monitoring in PAL Lessons.

Grade All Students Screened for These Skills

Screening Tests for All Students

Additional Assessment to Pinpoint Processing Deficits in At-Risk Students

SupplementaryIntervention for At-Risk Students

Progress Monitoringfor At-RiskStudents

GORT: Gray Oral Reading Test (PsychCorp or ProEd)PAL Test Battery (PsychCorp)DKEFS: Delis-Kaplan Executive Function System (PsychCorp)PAL Research-Based Reading and Writing Lessons (PsychCorp)

Use Read Naturally with all students for oral reading fluency and passage summarization (Ihnot & Ihnot, 1989).

4th and abovegrade levels

• Word, sentence, paragaraph, and discourse understanding; • Silent reading fluency

• Gates -MacGinitie Vocabulary and Comprehension• WJ III Word and Passage Comprehension• WIAT II Reading Comprehension• PAL Sentence Sense

• WISC IV Verbal Comprehension Index;• WISC IV Working Memory Index• or SB 5th Verbal Working Memory;• CELF 4 Receptive and Expressive Language

• Carlisle Reasoning with Reading(Vocabulary Meaning, Sentence Interpretation, and Paragraph Comprehension)

Repeat Tests in Columns 3 and 4 and progress monitoring in PAL Lessons.

Grade All Students Screened for These Skills

Screening Tests for All Students

Additional Assessment to Pinpoint Processing Deficits in At-Risk Students

SupplementaryIntervention for At-Risk Students

Progress Monitoringfor At-RiskStudents

Use Read Naturally for oral reading fluency and passage summarization (Ihnot & Ihnot, 1989).

GMRT: Gates-MacGinitie Reading (Riverside Publishers)SB 5: Stanford Binet, 5th edition (Riverside Publishers)CELF 4: Clinicial Evaluation of Language Fundamentals (PsychCorp)Carlisle Reasoning with Reading