GORT-5 Examiner's Manual PDF

Gray Oral Reading Tests Tan Chee Soon PCHD Academic Group GORT will be tested for quiz. GORT vs WIAT -GORT have to stop...

Gray Oral Reading Tests Tan Chee Soon PCHD Academic Group GORT will be tested for quiz. GORT vs WIAT -GORT have to stop timing. -2 scoring systems. -The definition of reading accuracy is different. -The definition of reading fluency is different -For GORT have to remove the stimulus when asking question -Self-correction is considered a deviation in GORT MEP 813 GORT TCS READING – ACCURACY RATE COMPREHENSION MEP 813 GORT TCS  Accuracy and Comprehension 5th graders readers receiving instruction in decoding (Rasinski, 1999) average accuracy of remedial readers were near the instructional level (using decoding skills to compensate for lack of automatic word recognition) but significantly lower reading rates If the rate is too slow, it is likely that comprehension might be difficult – reader is devoting cognitive resources to decoding. MEP 813 GORT TCS  Reading Fluency If word recognition is automatic, reader can devote a larger proportion of cognitive resources on comprehension (LaBerge & Samuels, 1974) As children become more automatic in word recognition, the relationship between word recognition and comprehension drops (Schwanenflugel, Strauss et al., 2004) MEP 813 GORT TCS  Weaker relationship between Accuracy and Compre – 3rd and 4th Grades Younger-phonemic awareness important but as child grows older fluency gains greater importance. 1.As texts become more complex, higher level factors such as reasoning and inference becomes more important. 2.Vocab become more important 3.As word recognition becomes more automatic, there is less variation in word recognition, therefore less correlation MEP 813 GORT TCS  Gray Oral Reading Tests Timing and reading comprehension both play a part. MEP 813 GORT TCS  Critique of GORT4 and Improvements in GORT5 GORT 4 Too hard for them MCQ for comprehension – lower reliability; floor effects – young children (too few easy items) Passage independence – examinees could correctly answer many of the comprehension questions without having to read the passage GORT 5 Revised format of comprehension questions to ensure that they are passage dependent; use open-ended questions; addressed floor and ceiling effects MEP 813 GORT TCS  Purposes of GORT-5 To identify students who are significantly behind in oral reading To discover oral reading strengths and weaknesses within students To monitor student’s progress in intervention programmes To be used in research Miscue analysis system to analyze reading errors and tailor interventions MEP 813 GORT TCS  GORT-5 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 – five comprehension questions each MEP 813 GORT TCS  GORT-5 Scores Oral Reading Index Mean = 100, SD = 15 Comprehension Fluency Score Score combination of Accuracy and Rate no. of questions answered correctly Accuracy Score Rate Score number of words amount of time Scaled Scores: read correctly taken to read Mean = 10, SD = 3 MEP 813 GORT TCS  WIAT 4 Oral Reading Fluency Fluency is calculated differently in GORT too. = (Total Word Count – Omission Error) X 60 Completion Time Oral Reading Accuracy Compared to GORT which is defined by number of = Addition Errors + Omission Errors words read correctly. Oral Reading Rate = Completion Time MEP 813 GORT TCS ADMINISTRATION & SCORING MEP 813 GORT TCS  Entry Points Grades Entry Points 1-3 Story 1 4-5 Story 2 6-9 Story 4 10-11 Story 5 12 – postsec Story 6 MEP 813 GORT TCS  1. Student read, examiner times and mark reading errors 2. Examiner records time 3. Examiner sums the reading error and records under Deviations from Print 4. Examiner removes student book and asks comprehension questions. 5. Examiner sums the correct comprehension responses 6. Student’s reading time in seconds is converted to a Rate Score. 7. Deviations from Print converted to an Accuracy Score. 8. The Rate and Accuracy score summed to yield Fluency Score, which is used to determine basals and ceilings. Addition and Self-Corrections are considered deviations. MEP 813 GORT TCS  Need to complete the record form after every story to establish the basal and the ceiling. Basals and Ceilings Basal Fluency score is 9 or 10 for two consecutive stories If student fails to obtain a basal for fluency even when Story 1 has been administered, test is not invalidated (Example B) Ceiling Fluency score is 2 or less for two consecutive stories If student fails to obtain a ceiling for fluency even when Story 16 has been administered, test is not invalidated MEP 813 GORT TCS  Basal All stories below the basal are given full credit for Rate, Accuracy and Fluency No points for stories above the ceiling Note: Do not administer stories below the Fluency basal or above the Fluency ceiling MEP 813 GORT TCS  Example A One basal and } Basal ceiling } Ceiling Below Fluency basal: Rate Score: 5 points per story Accuracy Score: 5 points per story Fluency Score: 10 points per story (sum of Rate and Accuracy) Comprehension: 5 points per story MEP 813 GORT TCS  Establishing basal If student does not obtain Fluency basal for first two stories, continue testing until ceiling or Story 16 is reached. Then return to the story preceding the entry-level story and reverse until basal is obtained or Story 1 is administered. MEP 813 GORT TCS  Example B No basal Continue testing until ceiling or Story } Celing 16 is reached. Then reverse (story 3, story 2 and Story 1) until basal or Story 1 is reached. MEP 813 GORT TCS  Comprehension Caution Multiple Basals or Ceilings Basal rule does NOT apply Give full credit for all the stories below basal for fluency score even if already administered but for comprehension, can only give full credit for the unadministered stories. Give full credit (5 points) only for each unadministered story below the Fluency entry point or basal All Comprehension items above the Fluency ceiling gets zero points MEP 813 GORT TCS  Example C Multiple basal, no ceiling Note: Basal rule does not apply for Comprehension score MEP 813 GORT TCS  Will not come out for quiz. Example D Double ceiling No score is given for stories above the ceiling Everything above true ceiling is given 0. Same for the comprehension score as well because they probably don't understand the story and made a guess. MEP 813 GORT TCS  Administration 1. When the pupil pauses for 5 sec (without audible attempt), say the word, mark the deviation and proceed. If over 20% of the words have to be provided, do not administer Comprehension questions. Comprehension Score = 0 (for the story) 2. If pupil makes an attempt, give him 10 sec. a) After 10 sec, say the word, mark the deviation and proceed. b) If the pupil reads the word incorrectly within 10 sec, do not correct him. Place a slash and proceed. MEP 813 GORT TCS  Scoring 1. Slash Marking System Read incorrectly Mispronounced Omitted Place a slash on each word Substitution Example Jon is a good boy Read as “Jon is a boy” Mark as Jon is a good boy Regional pronunciations not marked as deviations MEP 813 GORT TCS  Scoring 1. Slash Marking System Self corrections – place a slash on the gap before the word. Consider as deviation Read as “Jon is a guy …. good boy” Mark as “Jon is a good boy” The number of words doesn't matter. Insertions or repetitions – place a single slash between the words. Consider as 1 deviation Read as “John is a really neat and good boy with a cute dog” Mark as “John is a good boy.” MEP 813 GORT TCS  Administration Prompting and Timing Do not stop timing if you have to provide a word If 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. T MEP 813 GORT TCS  Administration 1. Slash Marking System Example The blue jay was perched on a limb looking for water. Read as: The blue jay was perched on a limb looking at the water. (substitution) (addition) Mark as: The blue jay was perched on a limb looking for water. MEP 813 GORT TCS  Miscues Correlation between meaning changing miscues and reading comprehension Miscues forces children to overly rely on background knowledge When a reader misses sizeable proportion of words, comprehension suffers MEP 813 GORT TCS  2. Miscue Marking System Place a slash for each word that is Read incorrectly – write the word as read Mispronounced – write the word as read Omitted – circle the omitted word Substituted – write substituted word above the text word e.g., “Jon is a good boy” is read as “Jon is a goob boy” goob Mark as: “Jon is a good boy” MEP 813 GORT TCS  Marking Deviations from Print Self correction – write the miscue above text word and write arrow ( ) point to the text word. Count as 1 error apple able Addition (insertions or repetitions) – place a caret and write the added word – count as 1 deviation around She was looking for water. Reversals marked using Compare to Oral Reading Fluency in WIAT - 4 MEP 813 GORT TCS It was a warm summer day. It was a warm spring Types of Miscues day=>function It was a warm sunny day=>graphic, function It was a warm summer dog=>graphic Substitution do not affect meaning Meaning Similarity “cart” for “wagon” Substitution grammatically correct Function Similarity “The man walked up the hill” for “ran” Graphic/Phonemic Similar affixes, roots, vowel sounds, or consonant sounds. Similarity Look/sound the same “fun” for fat; “thing” for bring Substitution that are assigned to two or three of Multiple sources the earlier categories Self-correction Substitutions are immediately self-corrected by the student MEP 813 GORT TCS