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What is a significant improvement in GORT-5 compared to GORT-4?
What is one purpose of the GORT-5?
How is the Oral Reading Index in GORT-5 standardized?
Which of the following factors contributes to the calculation of the Fluency Score in GORT?
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What do the two equivalent forms of GORT-5 (Form A and Form B) consist of?
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What kind of analysis does GORT-5 employ to tailor interventions?
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What is the focus of comprehension scoring in GORT-5?
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Which two types of errors are included in calculating Oral Reading Accuracy?
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What is a characteristic of the Gray Oral Reading Tests (GORT) regarding timing?
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What does the GORT consider as a deviation in reading performance?
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According to the content, what happens to comprehension when a reader's rate is too slow?
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As children grow older, which factor becomes more significant in relation to reading fluency?
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What is the relationship between automatic word recognition and comprehension, as stated in the content?
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Why do weaker relationships between accuracy and comprehension appear in 3rd and 4th graders?
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Which of the following statements correctly describes reading fluency according to the content?
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What are the two scoring systems mentioned for GORT?
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What is required to establish a basal for fluency?
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What happens if a student fails to achieve a basal during fluency testing?
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How is the ceiling for fluency defined in the testing process?
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What is the policy regarding the administration of stories below the fluency basal?
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For comprehension scoring, how does the basal rule apply?
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What constitutes a point for fluency scoring when a student is below the fluency basal?
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What should be done after reaching the ceiling in the fluency assessment?
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What should be done if an examinee skips a line during reading?
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How are points allocated for stories above the fluency ceiling?
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In the miscue marking system, how should an omitted word be indicated?
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What does a mispronounced word require in the marking system?
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Which of the following is counted as one deviation in the marking system?
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How is the reading comprehension affected by miscues?
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According to the marking system, what should be placed to indicate an addition?
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What is considered a self-correction in the marking system?
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What is the point value given for unadministered stories below the Fluency entry point?
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In the context of oral reading fluency assessment, what is the inference about background knowledge?
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How are comprehension scores determined for stories above the Fluency ceiling?
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What should be done if a pupil pauses for 5 seconds without making an attempt?
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In the Slash Marking System, how are insertions or repetitions marked?
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What happens if more than 20% of the words in a story require assistance?
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What is the proper way to mark a self-correction in the Slash Marking System?
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If a pupil mispronounces a word, how should it be marked?
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What is the consequence for stories that fall within a double ceiling?
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Study Notes
GORT-5 vs WIAT-4 Oral Reading Fluency
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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
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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
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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.
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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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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.