Individual Phonemic Analysis a Curriculum-Based Measure IPA

Individual Phonemic AnalysisIndividual Phonemic Analysisa Curriculum-Based Measurea Curriculum-Based Measure

IPAIPA

CBM Individual Phonemic CBM Individual Phonemic AnalysisAnalysis

For students in Infant 1 & 2For students in Infant 1 & 2

Student hears and sees different tasks to Student hears and sees different tasks to measure early reading skillsmeasure early reading skills– Sounds or lettersSounds or letters - Word Reading- Word Reading– TelescopingTelescoping - Sentence Reading- Sentence Reading– SegmentingSegmenting

Teacher marks errors on Teacher copyTeacher marks errors on Teacher copy

Chapter III of Reading Manual (pp. 33-62)Chapter III of Reading Manual (pp. 33-62)

Administered to 100 studentsAdministered to 100 students

Preskills for decoding wordsPreskills for decoding words

•• Left to right directionLeft to right direction

• Letter sound correspondences

• Auditory preskills:

Telescoping

Segmenting

Characteristics of IPACharacteristics of IPA

Curriculum-based measures.Curriculum-based measures.

Easy to create, administer, score, and interpret.Easy to create, administer, score, and interpret.

Require students to produce a response so that Require students to produce a response so that educator educator observesobserves rather than rather than infersinfers what the what the problems are.problems are.

Useful for assessing individual students, Useful for assessing individual students, consulting with teachers, or conducting consulting with teachers, or conducting inservices for teachers.inservices for teachers.

Characteristics of IPA Characteristics of IPA (cont.)(cont.)

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

IPA Sound/Symbol IdentificationIPA Sound/Symbol Identification

1. Sound/Symbol Identification Measure: SCORINGName Date

Score + for correctly stated sounds.Write exactly what the student says for any error.

Write n.r. for no response of the student does not say the letter sound within 5 secs.

m a s d f g h j k

o p z x c v b n e

n w e r t y u i b

l o w e r t y u i

a s d f g h m k l

TOTAL

IPA Letter Identification IPA Letter Identification (same form)(same form)




m a s d f g h j k

o p z x c v b n e

n w e r t y u i b

l o w e r t y u i

a s d f g h m k l

TOTAL

Case Study 1 HannahCase Study 1 Hannah

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:

Hannah - IPA Letter NamesHannah - IPA Letter Names

November 3rd


November 10th


November 17th

Case Study 1 HannahCase Study 1 Hannah

Sounds Error AnalysisSounds Error AnalysisSound 31-Aug 01-Sep 02-Sep 30-Sep 01-Oct 02-Oct 31-Oct 01-Nov 02-NovabcdefghIjklmnopqrstuvwxyz

Instructional Design StructureInstructional Design Structure

1.Identify Error pattern/type2.Selection of Examples3.Sequence of Examples4.Practice Examples5.Test Examples6.Continue IPA measures

EXAMPLEEXAMPLE Design to Teach Design to Teach Letter-Sound Letter-Sound

CorrespondencesCorrespondences Knowledge form:Simple fact - one to one relationship

Known preskills: a, m, r, t, e, Procedure:

a. example selection b. design c. presentation

s

sss

a

m t

e

er

Letter Identification Letter Identification Intervention for Intervention for HannahHannah

Knowledge form:

Known preskills: Procedure:

a. example selection b. design c. presentation

IPA Sound/Symbol IdentificationIPA Sound/Symbol Identification




m a s d f g h j k

o p z x c v b n e

n w e r t y u i b

l o w e r t y u i

a s d f g h m k l

TOTAL

Teacher Administrator This is an auditory measure, students do not see this paper. When I say the sounds, like /r/ /a/ /n/, can you tell me the word? IF the student does not respond say, "the sounds /r/ /a/ /n/ blend together to say "ran".

Now, you try the next one. IF student responds correctly, say, "Great here are some more sounds tell me the words." Follow each set of letters with "can you tell me the word?"

Teacher Says Student Response Sounds Correct / s/ / a/ / m/ 1 2 3 / m/ / o/ / p/ 1 2 3 / b/ / e/ / t/ 1 2 3 / p/ / i/ / n/ 1 2 3 / r/ / a/ / t/ 1 2 3 / c/ / a/ / n/ 1 2 3

Total Correct

Scoring: write actual word or utterance student says in student response box. Indicate (circle) the sounds of the word correctly stated in the sounds correct box.

IPA - TelescopingIPA - Telescoping

Explanation of the Box Plot

Individual Outliers

90th Percentile Performance

75th Percentile

50th Percentile

25th Percentile

10th Percentile

0

2

4

6

8

10

12

14

16

18

20

Grade 2 Students

Box Plot

Distribution of Scores

-5

0

5

10

15

20

25

Correct Responses

First - Telescoping First - Segmenting First - Word Reading First-Sentence Reading

Infant 2 Individual Phonemic Awareness First Assessment Period

*

Manual page 177

Case 1 Hannah Case 1 Hannah Telescoping and SegmentingTelescoping and Segmenting

Hannah – Telescoping Hannah – Telescoping Nov. 3rdNov. 3rd

Segmenting

Hannah – Telescoping Hannah – Telescoping Nov. 10Nov. 10thth

Segmenting

Hannah – Telescoping Hannah – Telescoping Nov. 17Nov. 17thth

Segmenting

Error analysisError analysis Involves reviewing the student’s Involves reviewing the student’s

scored CBM reading probes to identify scored CBM reading probes to identify specific error types and patterns specific error types and patterns

Set priorities for teachingSet priorities for teaching

Error patternsError patterns Indicate areas in need of further Indicate areas in need of further

instructioninstruction Constitute a database for determining Constitute a database for determining

what content and strategies to teachwhat content and strategies to teach

Error AnalysisError Analysis

Initial Initial MiddleMiddle End Initial End Initial Middle End Middle End

Telescoping Segmenting

Preskills for decoding wordsPreskills for decoding words

• • Left to right directionLeft to right direction

• Letter sound correspondences

• Auditory preskills:

Telescoping

Segmenting

Beginning Word ReadingBeginning Word Reading

DesignDesignKnown Preskills:Known Preskills:– Sound/symbol identification (at least 2 letters)Sound/symbol identification (at least 2 letters)– Left to right directionLeft to right direction– Telescoping and SegmentingTelescoping and Segmenting

m, a, s, r, t, m, a, s, r, t,

am, sam, ram, rat, sat, mat, at, mass . . .

Create a word listCreate a word list m, a, s, r, m, a, s, r, tt, i, , i, dd, f , f

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,


Delivery Delivery

Strategy: sounding out wordsStrategy: sounding out words

am

mat

Do not allow students to stop between the sounds

Play Word Games Play Word Games PracticePractice telescoping and segmenting telescoping and segmenting

Initially Initially 2 to 3 letter words2 to 3 letter wordsInitially continuous sounds in the beginningInitially continuous sounds in the beginningUse words familiar to the students language Use words familiar to the students language repertoirerepertoire Teacher says slow student says wordTeacher says slow student says word

– Teacher provide models/demonstrateTeacher provide models/demonstrate– Practice togetherPractice together– Students answer aloneStudents answer alone

Same process as above with Same process as above with segmentingsegmenting– Difference is that teacher says the word and the Difference is that teacher says the word and the

student says the sounds in the word.student says the sounds in the word.

Practice both Practice both telescoping telescoping andand segmenting segmenting

IPA IPA Word and Word and Sentence Reading: SCORINGSentence Reading: SCORING

Score + for correctly read words. Write exactly what the student says for any error.

Write n.r. for no response of the student does not say the word within 5 secs.

Word reading: Indicate what learner actually states for each word

not can sit man

cop sand slip fast

nap stop if flip

Total words read correctly:

Sentence Reading: Indicate what learner actually states for each word. Number of words read

correctly

The dog ran on a grass mat.

A big cat sat on me.

I sat in the sun and had fun.

Total words read correctly:

Hannah Hannah

Hannah – Word & Sentence Hannah – Word & Sentence Reading Reading Nov. 3Nov. 3rdrd

Hannah – Word & Sentence Hannah – Word & Sentence Reading Reading Nov. 10Nov. 10thth

Hannah – Word & Sentence Hannah – Word & Sentence Reading Reading Nov. 17Nov. 17thth

Error Analysis (suggestion)Error Analysis (suggestion)

Word typesWord types

– vc words (am, it)vc words (am, it)– cvc words all cvc words all

continuous sounds continuous sounds (man, rim)(man, rim)

– cvc words stop at cvc words stop at beginning (pan, kiss)beginning (pan, kiss)

– Blends (plan, fast)Blends (plan, fast)

# of errors# of errorsNote vowelsNote vowels

____________________________________________________________

______________________________

______________________________


Guidelines for word lists Guidelines for word lists (discrimination and practice)(discrimination and practice)– 8-10 words (initially 2 - 4 words)8-10 words (initially 2 - 4 words)

– Usually 5-7 minutes of readingUsually 5-7 minutes of reading

– Unpredictable word order Unpredictable word order – No patternNo pattern

– 30 - 50% of words contain new skill30 - 50% of words contain new skill– Alter position of word types and use of letters. Alter position of word types and use of letters.


Guidelines for word lists Guidelines for word lists (discrimination and practice)(discrimination and practice)– initially 2 - 4 words (build to 8-10)initially 2 - 4 words (build to 8-10)

– Usually 5-7 minutes of readingUsually 5-7 minutes of reading

– Unpredictable word order Unpredictable word order – No patternNo pattern

– 30 - 50% of words contain new skill30 - 50% of words contain new skill– Alter position of word types and use of letters. Alter position of word types and use of letters.

Case 2 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.

1. Score the three attached IPA Measures that Patrick has completed most recently

2. Graph Patrick’s performance.3. Review her data on the graph, look at performance in

relation to aimline4. Determine next steps for Patrick’s program.5. Individual Graph in IPA scores for Patrick B.

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:

Documents

Individual Phonemic Analysis a Curriculum-Based Measure IPA