GORT-5 vs WIAT-4 Oral Reading Fluency
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Questions and Answers

What is a significant improvement in GORT-5 compared to GORT-4?

  • The addition of a new scoring system.
  • Removal of miscue analysis system.
  • Increased number of easy comprehension items.
  • Revised format of comprehension questions to ensure they are passage dependent. (correct)

What is one purpose of the GORT-5?

  • To monitor teacher progress in reading instruction.
  • To assess students' writing abilities.
  • To identify students who are significantly behind in oral reading. (correct)
  • To identify students with exceptional reading skills.

How is the Oral Reading Index in GORT-5 standardized?

  • Mean of 100, SD of 15. (correct)
  • Mean of 110, SD of 20.
  • Mean of 80, SD of 5.
  • Mean of 90, SD of 10.

Which of the following factors contributes to the calculation of the Fluency Score in GORT?

<p>Combination of Accuracy and Rate. (B)</p> Signup and view all the answers

What do the two equivalent forms of GORT-5 (Form A and Form B) consist of?

<p>Sixteen developmentally sequenced reading passages. (B)</p> Signup and view all the answers

What kind of analysis does GORT-5 employ to tailor interventions?

<p>Miscue analysis system. (B)</p> Signup and view all the answers

What is the focus of comprehension scoring in GORT-5?

<p>Number of questions answered correctly. (B)</p> Signup and view all the answers

Which two types of errors are included in calculating Oral Reading Accuracy?

<p>Addition Errors and Omission Errors. (B)</p> Signup and view all the answers

What is a characteristic of the Gray Oral Reading Tests (GORT) regarding timing?

<p>Timing must be stopped during the test. (A)</p> Signup and view all the answers

What does the GORT consider as a deviation in reading performance?

<p>Self-correction. (D)</p> Signup and view all the answers

According to the content, what happens to comprehension when a reader's rate is too slow?

<p>Comprehension may become difficult. (D)</p> Signup and view all the answers

As children grow older, which factor becomes more significant in relation to reading fluency?

<p>Vocab development. (A)</p> Signup and view all the answers

What is the relationship between automatic word recognition and comprehension, as stated in the content?

<p>It decreases as recognition becomes automatic. (C)</p> Signup and view all the answers

Why do weaker relationships between accuracy and comprehension appear in 3rd and 4th graders?

<p>Text complexity and reasoning demands increase. (A)</p> Signup and view all the answers

Which of the following statements correctly describes reading fluency according to the content?

<p>Automated word recognition decreases cognitive load on comprehension. (A)</p> Signup and view all the answers

What are the two scoring systems mentioned for GORT?

<p>Accuracy and comprehension. (C)</p> Signup and view all the answers

What is required to establish a basal for fluency?

<p>A fluency score of 9 or 10 for two consecutive stories (A)</p> Signup and view all the answers

What happens if a student fails to achieve a basal during fluency testing?

<p>Testing continues until the ceiling or Story 16 is reached. (B)</p> Signup and view all the answers

How is the ceiling for fluency defined in the testing process?

<p>A fluency score of 2 or less for two consecutive stories (C)</p> Signup and view all the answers

What is the policy regarding the administration of stories below the fluency basal?

<p>Do not administer any stories below the basal. (A)</p> Signup and view all the answers

For comprehension scoring, how does the basal rule apply?

<p>Full credit is granted only for unadministered stories. (A)</p> Signup and view all the answers

What constitutes a point for fluency scoring when a student is below the fluency basal?

<p>$5$ points for Rate and $5$ for Accuracy per story (A)</p> Signup and view all the answers

What should be done after reaching the ceiling in the fluency assessment?

<p>Reverse to the story before the entry-level story and continue. (B)</p> Signup and view all the answers

What should be done if an examinee skips a line during reading?

<p>Stop the timer and redirect to the correct line (A)</p> Signup and view all the answers

How are points allocated for stories above the fluency ceiling?

<p>They do not receive any points. (C)</p> Signup and view all the answers

In the miscue marking system, how should an omitted word be indicated?

<p>Circle the omitted word (A)</p> Signup and view all the answers

What does a mispronounced word require in the marking system?

<p>The word as it was read (A)</p> Signup and view all the answers

Which of the following is counted as one deviation in the marking system?

<p>A substitution (A)</p> Signup and view all the answers

How is the reading comprehension affected by miscues?

<p>It suffers when large proportions of words are missed (B)</p> Signup and view all the answers

According to the marking system, what should be placed to indicate an addition?

<p>A caret followed by the added word (A)</p> Signup and view all the answers

What is considered a self-correction in the marking system?

<p>A word read correctly after an error (D)</p> Signup and view all the answers

What is the point value given for unadministered stories below the Fluency entry point?

<p>5 points (D)</p> Signup and view all the answers

In the context of oral reading fluency assessment, what is the inference about background knowledge?

<p>It can lead to over-reliance during reading tasks (B)</p> Signup and view all the answers

How are comprehension scores determined for stories above the Fluency ceiling?

<p>They get zero points. (B)</p> Signup and view all the answers

What should be done if a pupil pauses for 5 seconds without making an attempt?

<p>Say the word, mark the deviation, and continue. (A)</p> Signup and view all the answers

In the Slash Marking System, how are insertions or repetitions marked?

<p>With a single slash before the inserted word. (D)</p> Signup and view all the answers

What happens if more than 20% of the words in a story require assistance?

<p>Stop administering comprehension questions and score it as 0. (C)</p> Signup and view all the answers

What is the proper way to mark a self-correction in the Slash Marking System?

<p>Place a slash before the corrected word. (D)</p> Signup and view all the answers

If a pupil mispronounces a word, how should it be marked?

<p>Mark it with a slash and write it as read. (B)</p> Signup and view all the answers

What is the consequence for stories that fall within a double ceiling?

<p>Zero score is given. (C)</p> Signup and view all the answers

Flashcards

Slash Marking System

A system used in GORT-5 to track reading errors where each insertion, repetition, or self-correction is counted as one deviation.

Basal in WIAT-4

A score of 9 or 10 for two consecutive stories in the WIAT-4 Oral Reading Fluency subtest.

Ceiling in WIAT-4

A score of 2 or less for two consecutive stories in the WIAT-4 Oral Reading Fluency subtest.

Ceiling Rule for Comprehension

When an examinee in the WIAT-4 reaches a ceiling, any comprehension items above that point are assigned zero points.

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Oral Reading Index (GORT-5)

A score calculated in the GORT-5 using a combination of accuracy and reading speed to measure fluency.

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Fluency Score (WIAT-4)

A score calculated in the WIAT-4 by subtracting omission errors from the total word count and then multiplying by 60 and dividing by the reading time.

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Reaching Basal in WIAT-4

A score of 9 or 10 for two consecutive stories in the WIAT-4 Oral Reading Fluency subtest, indicating a student's reading fluency is 'strong' enough to continue testing.

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Reaching Ceiling in WIAT-4

A score of 2 or less for two consecutive stories in the WIAT-4 Oral Reading Fluency subtest, indicating the student is struggling with reading fluency.

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Full Credit for Fluency below Basal

In WIAT-4, if a student reaches multiple basals or ceilings, all stories below the basal are given full credit for fluency scores even if they were administered.

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Full Credit for Unadministered Comprehension Stories

In WIAT-4, for comprehension scores, only unadministered stories are given full credit, even if multiple basals or ceilings are reached.

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No Time Stop for Word Assistance (GORT-5)

In GORT-5, the examiner does not stop timing if they need to provide a word to the examinee.

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WIAT-4 Basal Procedure

In WIAT-4, if the examinee does not reach a basal for the first two stories, testing continues until a ceiling or story 16 is reached. Then, the examiner returns to the story before the entry level and reverses until a basal is reached or story 1 is administered.

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GORT-5 Line Skipping Procedure

If a student in the GORT-5 assessment skips a line while reading, the examiner stops the timer, directs the student to the correct line, and restarts the timer once the student continues reading.

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WIAT-4 Scoring for Multiple Basals/Ceilings

In WIAT-4, fluency scores for all stories below the basal are given full credit even if they were administered. However, for comprehension, only unadministered stories receive full credit.

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Miscue Analysis (GORT-5)

A system used in GORT-5 to analyze reading errors and develop interventions based on the patterns of errors.

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Equivalent Forms in GORT-5

The GORT-5 uses two equivalent forms, Form A and Form B, each containing 16 reading passages.

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Comprehension Score (GORT-5)

A score in the GORT-5 based on the number of comprehension questions answered correctly about the reading passages.

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WIAT-4 Accuracy Calculation

A fluency score in the WIAT-4 is calculated by adding the number of addition errors and omission errors.

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Developmental Sequence in GORT-5

The GORT-5 uses a developmental sequence for its reading passages, meaning the passages become progressively more challenging as the student progresses.

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No Invalidation for Basal (WIAT-4 Fluency)

In WIAT-4, even if a student doesn't reach a basal for fluency, the test is not invalidated.

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No Invalidation for Ceiling (WIAT-4 Fluency)

In WIAT-4, even if a student doesn't reach a ceiling for fluency, the test is not invalidated.

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Oral Reading Fluency Assessments: GORT-5 vs WIAT-4

The WIAT-4 and GORT-5 are commonly used assessments to measure oral reading fluency and comprehension, each with different features and scoring methods.

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Norm-Referenced Assessments

Both the WIAT-4 and GORT-5 are standardized assessments that allow for comparison of a student's reading fluency and comprehension to a larger group of individuals.

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Full Credit for Fluency Below Basal (WIAT-4)

In the WIAT-4, all stories below the basal for fluency are given full credit, even if they have been administered.

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Oral Reading Index (GORT-5) - Mean and Standard Deviation

The GORT-5 has an oral reading index with a mean of 100 and a standard deviation of 15.

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Comprehension Score in WIAT-4

In WIAT-4, the comprehension score is based on the number of questions answered correctly, but it is only given full credit for stories that were not administered due to reaching the ceiling.

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Full Credit for Unadministered Comprehension (WIAT-4)

In WIAT-4, only give full credit for unadministered comprehension stories, even if multiple basals or ceilings are reached.

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Self-Corrections as Deviations (GORT-5)

Self-corrections are considered deviations in the GORT-5 system.

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GORT-5 Age Range

The GORT-5 is designed for examinees aged 6 years 0 months to 23 years 11 months.

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WIAT-4 (Wechsler Individual Achievement Test - Fourth Edition)

The WIAT-4 is a standardized test that is used to assess a variety of cognitive abilities, including oral reading fluency and comprehension.

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GORT-5 (Gray Oral Reading Test - Fifth Edition)

The GORT-5 is a standardized test that is used to assess oral reading fluency and comprehension. It includes 16 reading passages with comprehension questions, and it uses the slash marking system to track reading errors.

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Study Notes

GORT-5 vs WIAT-4 Oral Reading Fluency

  • GORT-5:

    • Uses the "Slash Marking System"
    • Self-corrections are marked as deviations
    • Insertions or repetitions are considered one deviation
    • Does not stop timing if examiner must provide a word
    • Miscue analysis system to analyze reading errors and tailor interventions
    • Norm-referenced: 6 years 0 mths to 23 years 11 months
    • Two equivalent forms: Form A and Form B
    • Each form contains 16 developmentally sequenced reading passages
    • Each passage has five comprehension questions
    • Uses a combination of accuracy and rate to calculate the fluency score
    • Oral reading index: Mean = 100, SD = 15
    • Comprehension score: number of questions answered correctly

  • WIAT-4:

    • Uses "Addition Errors + Omission Errors" to calculate accuracy.
    • Fluency is calculated differently:
      • (Total Word Count – Omission Error) X 60 / Completion Time
    • Has a basal and ceiling rule.
    • If a student doesn't reach a basal for fluency, the test is not invalidated.
    • If a student doesn't reach a ceiling for fluency, the test is not invalidated.
    • Scores for rate, accuracy, and fluency are given full credit for all stories below the basal.

Establishing Basal and Ceiling in WIAT-4

  • Basal:
    • A fluency score of 9 or 10 for two consecutive stories.
  • Ceiling:
    • A fluency score of 2 or less for two consecutive stories.
  • If a student doesn't reach a basal for the first two stories, continue testing until a ceiling or Story 16 is reached. Then, return to the story before entry level and reverse until a basal is reached or Story 1 is administered.
  • The basal rule does not apply for comprehension scores; only give full credit for unadministered stories.

Administration

  • GORT:

    • Do not stop timing if you have to provide a word.
    • If the examinee skips a line, stop the timer, redirect the examinee to the correct line. Restart the timer as soon as the examinee resumes reading on the correct line.

  • WIAT-4:

    • Caution: If the examinee reaches multiple basals or ceilings, give full credit for all stories below the basal for fluency scores even if they have been administered. However, for comprehension, only give full credit for unadministered stories.
    • All comprehension items above the fluency ceiling are given zero points.

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Related Documents

GORT-5 Examiner's Manual PDF

Description

This quiz compares the GORT-5 and WIAT-4 assessments for oral reading fluency. It covers their unique scoring systems, methodologies, and developmental considerations. Test your knowledge on the key differences and applications of these reading fluency assessments.

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