early reading first

Early Reading FirstYear 3 (2009-2010) Testing Battery

Karen Erickson, PhD & Hillary Harper, M.S. CCC-SLP

Peabody Picture Vocabulary Test

• Single word receptive vocabulary

• Child must point to a picture in response to a spoken word:

• “Show me wagon.”

• *Minimum Standard Score: 85

Preschool Language Scale: Expressive Communication

• Expressive Vocabulary

• Syntactic Knowledge

• Semantic Knowledge

• Ability to Convey Coherent Concepts

• *Minimum Standard Score: 85

Addressing Low Scores on the PPVT and PLS

• Shared book reading

• Promote intertextual connections

• When children make seemingly disconnected comments, explore on them

• Maximize Opportunities for Conversations & Interactions throughout the day

• Support children without speech using a broad array of communication symbols and supports across the day

Phonological Awareness & Literacy Screening: Upper & Lower Case

Letters• Upper Case Letters• Children are asked to point to each of the letters in a non-

alphabetical order.

• Children can name the letters or point to them in response to the request.

• 19 upper case letters identified is the goal*

• Lower Case Letters• Only given to children who identified 19 or more letters

on the upper case assessment

• 4 lower case letters identified is the goal*

• *Set by U.S. Department of Education

Addressing Letter Knowledge

• RESIST all temptations to teach letters in isolation - it will not lead to long term gains in literacy.

• Use letters throughout the day in engaging and purposeful ways:

• signing in

• predictable charts & familiar songs

• alphabet books

• alphabet play

Early Language and Literacy Classroom Observation Pre-K (ELLCO

Pre-K)• Classroom Structure

• Curriculum

• The Language Environment

• Books and Book Reading

• Print and Early Writing

• *Each item of subtest assigned score of 1 – 5

• *Years 1 & 2 of ERF project used previous version of ELLCO

Adult Child Interactive Reading Inventory (ACIRI)

• Measures both adult and child interaction while reading

• Attention to the Text

• Interaction and Comprehension

• Literacy Strategies

• *Scoring Scale = 0 to 3

Arnett Caregiver Interaction Scale

• Assesses the quality and content of the teacher’s interactions with children.

• Measures the emotional tone, discipline style, and responsiveness of the caregiver in the classroom.

• Scoring Scale:

• Positive Items Target of 4.0 points

• Negative Items Target of 1.0 point

Color Coding for Standardized Scores

100

115

75

85

Classroom Reports

Fall 2008Child PPVT SS PALS UC PALS LC PLS EC PreLAS OLT PreLAS PLTA 103 3 0 99 . .B 62 0 0 . . .C . . . 11 .D 93 7 . 97 . .E 84 0 . 109 . .F 69 2 . 82 . .G 57 1 . 67 . .H 86 1 . 85 . .I 114 4 . 108 . .J . . . . 14 .K . . . . 44 .L 88 1 . 109 . .M 73 0 . 86 . .N 100 . . . . .

*Sample classroom report of pre-test scores

Classroom Reports: Cutoff Scores

* the U.S. Department of Education has set the goal of 19 or more letters** the U.S. Department of Education has set the goal of 4 or more letters ***administered to dual language learners, ranges based on 4 year old cutoffs

Pre-K Assessments

Maximum Score

Spring Developmental

Range

Green Yellow Red

PPVT 160 85-115 85+ 75-84 74 & below

Upper Case Letter Id (PALS UC) 26 12-21* 19-26 10-18 0-9 Lower Case Letter Id (PALS LC) 26 9-17** 4-26 1-3 0 PLS: EC 150 85-115 85+ 75-84 74 & below PreLAS: Oral Language Proficiency*** 100 77-100 77+ 57-76 56 & below

Fall 2008Child PPVT SS PALS UC PALS LC PLS EC PreLAS OLT PreLAS PLTA 83 9 . 75 . .B 115 25 25 116 . .C 80 0 . 86 . .D 88 2 . 81 . .E 69 . . . 73 .F 83 1 . 87 . .G 99 1 . . . .H 81 5 . 101 . .I 89 5 . 93 . .J 88 2 . 84 . .K 86 26 23 100 . .L . . . .M . . . .N . . . .O . . . .P . . . .

•For the entire classroom, which area(s) does the teacher need to address?

•For which individual students would the teacher consider providing additional support?

Spring 2009Child PPVT SS PALS UC PALS LC PLS EC PreLAS OLT PreLAS PLTA 83 22 20 100 . .B 109 26 26 108 . .C 85 14 . 97 . .D 90 24 16 94 . .E 76 . . . 61 .F 81 26 23 99 . .G 99 21 15 93 . .H 100 23 17 106 . .I 99 22 13 93 . .J 105 11 . 99 . .K . . . . . .L 109 . . . . .M 106 . . . . .N 113 26 24 . . .O 114 26 25 130 . .P 111 . . . . .

•Was the teacher able to address area(s) of concern for the entire classroom?

•Which individual students are still a concern for the teacher?