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Slide 2 ADMINISTRATION & SCORING OF MIDE Medidas Incrementales de Destrezas Esenciales & Spanish R-CBM Slide 3 Why is phonological awareness in Spanish important? What does the research tell us? Because children often transfer skills from L1 to L2 as they learn language sequentially, their phonological awareness skills in Spanish should be predictive of their reading acquisition in Spanish as well as in English. Furthermore, helping children who receive native language instruction cultivate their phonological awareness skills in Spanish will have beneficial effects on Spanish literacy and on later literacy development in English. Brenda K. Gorman & Ronald Gillam Phonological Awareness in Spanish A tutorial for speech-language pathologists Communication Disorders Quarterly 15:1, pp13-22 Slide 4 What does the research tell us? Taken together with evidence of cross-linguistic transfer of phono-logical processes, measures of phonological processes in Spanish may be key components in the identification of children in early grades (i.e. kindergarten, first grade) who are at risk of developing reading difficulties in Spanish and English. Riccio, C.A., Amado, A., Jimnez, S. Hasbrouck, J.E., Imhoff, B., & Denton, C. Cross Linguistic Transfer of Phonological Processing Bilingual Research Journal, 25:4 Fall, pp. 417-437 Why is phonological awareness in Spanish important? Slide 5 What does the research tell us? The results indicated that... Spanish phonological awareness predicted English word reading. These results led the researchers To suggest that native-language (Spanish) phonological awareness training could facilitate childrens ability to read in English. Diane August, Margarita Caldern & Mara Carlo Transfer of Skills from Spanish to English: A Study of Young Learners Report for Practitioners, Parents and Policy Makers Center of Applied Linguistics, Washington, D.C. 2002 Slide 6 What does the research tell us? Phonics instruction in Spanish should emphasize syllables as the natural elements of Spanish word structure. Children should have many opportunities to explore words through combining, segmenting, and substituting syllables in a process analogous to the exploration of onsets and rimes, or word families, in English. Margarita Caldern, Alan Crawford, Gilbert Garca, John Pikulski & Tina Saldivar The Role of Phonics in Invitaciones Copyright 1998 Houghton Mifflin Company The Spanish speaking group was more adept than the English-speaking group in syllable-awareness, word reading and spelling, whereas the English-speaking group was more adept at rhyme awareness...In addition, no differences were noted between both language groups in the area of phonemes awareness. This was most likely a result of the importance of the alphabetic principle in both languages. (Varona-Vicente, 2000) Matching PA instruction and assessment to the unique characteristics of the Spanish language Slide 7 What does the research tell us? El presente trabajo tiene como objetivo comprobar la influencia de una enseanza sistemtica de habilidades fonolgicas en el acceso a lectura y escritura. Para ello, se dise un programa de desarrollo de habilidades fonolgicas en el mbito lxico, silbico y fonmico...Los resultados manifestaron que el grupo experimental obtuvo mejores puntuaciones que el grupo control en habilidades fonolgicas, producindose, asimismo, un efecto positivo y facilitador para el acceso y adquisicin de la lectura y escritura en los alumnos. Otro aspecto a destacar es que el grupo experimental obtuvo mejores puntuaciones en la escritura que en la lectura...de estos dataos podemos inferir... que la escritura depende ms de los procesos fonolgicos que la lectura. Pilar Arniz Sanchez, Juan-Luis Castrejn Costa, Maria Soledad Ruiz Jimnez & Jose-Manuel Guirao Lavela Desarollo de un programa de habilidades fonolgicas y su implicacin en el acceso inicial a la lecto-escritura en alumnos de segundo ciclo de educacin infantil ( unpublished paper ) Universidades de Murcia y Alicante Matching PA instruction and assessment to the unique characteristics of the Spanish language Slide 8 What does the research tell us? Spanish phonology system is different than that of English. There are fewer consonant and vowel phonemes in Spanish, less complex syllable structure and longer words...and phonological development for Spanish speaking children is also different. Training of students in spelling, blending, and segmenting syllables and phonemes may be especially valuable because these skills are closely related to those which students use when actually reading and writing. Dr. Nydia V. Bou Puerto Rican Spanish Phonology; a Case Study on Phonological Awareness Intervention In Spanish, for example, it is considered important to consider syllable structure and stress as a salient factor in childrens perception of phonemic awareness. Carreira, M., Alvarez, C.J., & de Vega, M. Syllable frequency and word recognition in Spanish Journal of Memory and Language, 32, pp. 766-780 Slide 9 Development of MIDE Six fluency measures designed to assess early literacy acquisition from early Kindergarten through Grade 1 Includes: Letter Names Letter Sounds Syllable Segmentation Syllable Reading Syllable and Word Spelling Oral Reading Fluency Developed by Ellen Magit, Ed.S. Slide 10 Development of MIDE English: Phonemic Awareness (PA) and phonics are important Spanish: Equally important to develop PA & phonics Spanish language builds from syllable unit Early ability to: -Hear syllable divisions -Analyze & synthesize syllables within words -Rapidly & fluently read syllable = essential for early readers MIDE: Measures designed for Spanish speakers. Focus is on syllable, NOT phoneme. Slide 11 Slide 12 Slide 13 MIDE: Administration/Scoring Similarities Letter Naming: 1 probe. 1 minute. (Same administration style as LNF in English) Letter Sound Fluency: 1 probe. 1 minute. (Same administration style as LSF in English) R-SPAN (Reading FluencySpanish): 3 probes. 1 minute eachtake median wrc/errors. (Same administration style as R-CBM in English) Syllable Segmentation Fluency: 1 probe. 1 minute. Syllable Reading Fluency: 1 probe. 1 minute. Syllable/Word Spelling: 1 probe. 1 minute. Slide 14 MIDE: Letter Naming Fluency Slide 15 Letter Naming Fluency Slide 16 MIDE: Letter Naming Fluency Aqu ves unas letras (point to the student copy ). Empieza aqu, (point to first letter) y dime los nombres de todas las letras que sepas. Si llegas a una que no sabes, te la dir. Tienes cualquier pregunta? Pon tu dedo debajo de la primera letra. Listo(a ) ?, empieza. Start your stopwatch. If the student fails to say the first letter-name after 3 seconds, tell the student the letter-name and mark it as incorrect. Slide 17 MIDE: Letter Naming Fluency If the student provides the letter sound rather than the letter name say, Acurdate que tienes que decirme el nombre de la letra y no el sonido que hace. (This prompt may be provided once during the administration.) If the student continues providing letter sounds, mark each letter as incorrect and make a note at the top of the examiner copy. Student responds in English: Dime los nombres en espaol Discontinue: 10 consecutive letter names (1 row) incorrect. The maximum time for each letter is 3 seconds. Beyond 3 seconds: Tell the student the letter name and mark it incorrect. Point to the next letter and say, cul letra es? 1 Minute: Place ] at end of last word read. Alto. Slide 18 What is a Correct Letter Name? A correctly named letter. Confused Is and Ls are a function of font. These letters that look alike would have different names, depending on the font and case. For these letters, either name is considered correct. Self-Corrections. If a student makes an error and corrects him/herself within 3 seconds, circle the letter and do not count it as an error. Letters named in English are counted as correct and noted on the examiner copy. Slide 19 What is an Incorrect Letter Name? Substitutions of a different letter for the stimulus letter (e.g.,P for D). Omissions of a letter. Stops or struggles with a letter for more than 3 seconds. NOTE: Skipped Row. If a student skips an entire row, draw a line through the row and do not count the row in scoring. NOTE: Articulation and Dialect. A student is not penalized for imperfect pronunciation due to dialect, articulation, or second language interference. Slide 20 MIDE: Letter Sound Fluency Slide 21 Letter Sound Fluency Slide 22 MIDE: Letter-Sound Fluency 1. Place the student copy in front of the student. 2. Place the examiner copy on a clipboard and position so the student cannot see what the examiner records. 3. Say these specific directions to the student: Aqu ves unas letras (point to the student copy). Empieza aqu, (point to first letter) y dime los sonidos (with emphasis) de todas las letras que sepas. Si llegas a una letra con un sonido que no sabes, te la dir. Tienes cualquier pregunta? Pon tu dedo debajo de la primera letra. Listo(a)?, empieza. 4. Start your stopwatch. If the student fails to say the first letter sound after 3 seconds, tell the student the letter sound and mark it as incorrect. Point to the next letter and say, cul sonido hace? If the student says the letter name rather than the letter sound: Acurdate que tienes que decirme el sonido que hace la letra y no su nombre. This prompt may be provided once during the administration. Discontinue: 10 incorrect (1 row) Slide 23 What is a Correct Letter Sound? Students must provide the most COMMON sound of the letter. For example,cwould be pronounced as the c in casa, not as the c in cebolla. Confused Is and Ls are a function of font. These letters that look alike would have different sounds depending on the font and case. For these letters, either sound is considered correct. Self-Corrections. If a student makes an error and corrects him/herself within 3 seconds, circle the letter and do not count it as an error. NOTE: Articulation and Dialect. A student is not penalized for imperfect pronunciation due to dialect, articulation, or second language interference. Slide 24 What is an Incorrect Letter Sound? Substitutes a different sound for the stimulus letter sound. For example, /puh/ would be incorrect when the letter was D Substitutes the English sound for a vowel. For example, the /a/ pronounced as in APE Omission of a letter sound Stops or struggles with a letter sound for more than 3 seconds. NOTE: Skipped Row. If a student skips an entire row, draw a line through the row and do not count the row in scoring. Slide 25 MIDE: Syllable Segmentation Fluency Slide 26 Syllable Segmentation Fluency Slide 27 MIDE: Syllable Segmentation Fluency 1.Place your page on a clipboard so student cannot see what is recorded. 2. Say these specific directions to the student: Te voy a decir una palabra. Despus, quiero que tu me digas todas las slabas, o partes, que oyes en la palabra. Por ejemplo, si yo digo papalote, tu diras pa-pa-lo-te (tapping your hand on the table as you say each syllable) con las partes bien separadas. Vamos a probar otra. Dime todas las slabas, o partes, que oyes en lechuga. 3. Student correct: Est bien. Ahora viene la primera palabra. Slide 28 5. Give the student the first word and start your stopwatch. (3+ second delay: Say the next word and score first word as zero.) 6. Underline ( ___ ) each syllable segment produced correctly. Put a slash (/) through syllables produced incorrectly. lechuga lechuga If the student pronounces two syllables (in a word with three or more syllables) without a pause between them, score the response as one syllable segment. lechuga 7. If the student simply repeats the word, score the item as incorrect and say, acurdate que tienes que separar las slabas. This prompt may be provided once during the administration. = 2 points Slide 29 MIDE: Syllable Segmentation Fluency 8. As soon as the student is finished saying the syllables, present the next word promptly and clearly. 9. 3 second rule: If the student does not provide the next syllable segment within 3 seconds, give the student the next word. If the student provides the initial syllable only, wait 3 seconds for elaboration. 10. At the end of 1 minute, stop presenting words and scoring further responses. Place a bracket ] after the last word read. Slide 30 SSF: What is a correct Syllable Segment? Complete Segmentation: Incomplete Segmentation: Overlapping Segmentation: Slide 31 SSF: What is a correct syllable segment? Additions: Additions are not counted as errors if they are part of a correctly segmented syllable and do not change the total number of syllable segments. EXAMPLE: No Error: causa, student says clausa No Error: camisa, student says camisas Slide 32 SSF: What is not a correct syllable segment? Omissions: No Segmentation: Slide 33 MIDE: Syllable Reading Fluency The AIMSweb MIDE Syllable Reading Fluency task requires students to read CV syllables or the individual sounds in syllables for 1 minute. Slide 34 Syllable Reading Fluency Slide 35 MIDE: Syllable reading fluency Place the practice items in front of the child. ma pe Read specific directions: Mira esta slaba (point to the first syllable on the practice probe). No tiene sentido, pero las letras tienen sonidos y podemos leerlas: (point to the letter m) /m/, (point to the letter a) /a/. La slaba completa dice /m/ /a/ (point to each letter) o /ma/ (run your finger fast through the whole syllable). Acurdate que no tiene sentido. Puedes decir los sonidos de las letras, /m//a/ (point to each letter), o puedes leer toda la slaba, /ma/. (run your finger fast through the whole syllable). Quiero que me digas cualquier sonido que sepas. Listo (a)? Vamos a probar una. Lee esta slaba lo mejor que puedas (point to the syllable,pa) Pon tu dedo debajo de cada letra y dime su sonido, o lee toda la slaba. Slide 36 MIDE: Syllable Reading Fluency Turn to the student copy of the probe. Slide 37 MIDE: Syllable Reading Fluency En esta pgina puedes ver ms slabas (point to the student probe). Cuando yo digo empieza, comienza aqu (point to the first syllable), lee atravs de la pgina (point across the page), y lee todas las slabas que puedas. Acurdate que puedes decir los sonidos de las letras o puedes leer toda la slaba. Pon tu dedo debajo de la primera slaba. Listo (a)? Empieza. Start your stopwatch. 3 second-rule: If the student does not start in 3 seconds, say: y el prximo sonido? Sound by sound or syllable by syllable (based on how the child is reading Underline each phoneme the child correctly reads (either in isolation or in the context of the syllable). Put a slash / over each phoneme read incorrectly or omitted. Place bracket around last word at end of 1 min. Slide 38 MIDE: SRFChoices for correct syllable Correct Letter Sounds: Phonemes produced correctly in isolation. Letter-sound correspondence produced correctly. EXAMPLE: Examiner: me Student:/m/ /e/ = 2 points. Correct Syllables. Underline the entire syllable if the student reads the syllable rather than the individual phonemes. EXAMPLE: Examiner: mu Student:mu = 2 points. OR Slide 39 MIDE: SRFWhat is a correct syllable? Self-Corrections. If a student makes an error and corrects him/herself within 3 seconds, circle the letter and count it as correct. Sounds Produced Out of Order. Letter sounds produced in isolation but out of order are scored as correct. EXAMPLE: Examiner:le Student: /e/ /l/ = 2 points. Blended letter sounds must be correct and in the correct sequence (beginning, ending) to receive credit. EXAMPLE: Examiner:le Student:el (neither letter sound is correct) = 0 points. Note: Articulation and Dialect. The student is not penalized for imperfect pronunciation due to dialect, articulation, or second language inference. Slide 40 SRF: What is not a correctly syllable? Silent Letters: The letter h. If silent h is pronounced as it is in English, it is incorrectwhether phoneme is produced individually or in a blended syllable. The letters qu, qui, gue, and gui in isolation: If u is pronounced in isolation, it is ignored. For example: Word: que Student: /c/ /u/ /e/ Draw line under qu and another under c = 2 points. Blended letters: A silent u pronounced in a blended syllable = error. Example: Word: qui Student: /cui/ = 1 point. Slide 41 MIDE Spelling Slide 42 Slide 43 Slide 44 What is a Correct Letter Sequence? Slide 45 MIDE Spelling Practice Slide 46 Slide 47 Spanish Reading CBM Plus, 3 times per year through grade 5 Slide 48 Spanish Reading CBM Slide 49 Slide 50 What is a Word Read Correctly? Correctly pronounced Correctly pronounced words within context. Self-corrected incorrect Self-corrected incorrect words within 3 seconds. Slide 51 What is an Error? Mispronunciation Mispronunciation of the wordSubstitutionsOmissions 3-Second 3-Second pauses or struggles PER SYLLABLE within the word (examiner provides correct syllable) (Errors/reading patterns such as this are more prevalent in the early grades, as these students read more syllabically and may need time to decode each syllable in the word.) Slide 52 What is not Incorrect? (Neither a WRC or an Error) Repetitions Dialect d Dialect differences Insertions Insertions (consider them qualitative errors) Slide 53 Calculating and R-CBM Scores total Record total number of words read. errors. Subtract the number of errors. standard format of WRC/Errors Report in standard format of WRC/Errors (72/3). Slide 54 Benchmark Data: Obtain MEDIAN score for students 3 passages: 67 / 2 85 / 8 74 / 9 1 min. 1 min. 1 min. 1 min. 1 min. 1 min. Why use Median vs. Average? Averages are susceptible to outliers when dealing with small number sets. Median Score is a statistically more reliable number than average for R-CBM. Slide 55 1 min. 1 min. 1 min. 1 min. 1 min. 1 min. The Data: Obtain MEDIAN score for 3 passages: 67 / 2 85 / 8 74 / 9 1. Throw out the HIGH and LOW scores for Words Read Correct (WRC) Slide 56 1 min. 1 min. 1 min. 1 min. 1 min. 1 min. 2. Throw out the HIGH and LOW scores for the Errors. Remaining scores = MEDIAN. Remaining scores = MEDIAN. 3. Report this score in your AIMSweb account. The Data: Obtain MEDIAN score for 3 passages: 67 / 2 85 / 8 74 / 9 =74/8