An Analysis of Norms for Early Reading CBMs Our Querr Lingo

An Analysis of Norms for Early Reading CBMs Our Querr Lingo

4/3/14
An Analysis of Norms for Early Reading CBMs NCME – 2014 Philadelphia, PA Tindal, Saven, Nese, (Anderson & BeDs) Our Querr Lingo When the English Tongue we speak
Why is break not rimed with freak?
Will you tell me why it’s true
We say sew, but likewise few?
And the maker of a verse
Cannot rime his horse with worse?
Beard sounds not the same as
heard;
Cord is different from word;
Cow is cow but low is low;
Shoe is never rimed with foe.
Think of hose and dose and lose;
And think of goose and yet of
choose.
Think of comb and tomb and bomb,
Doll and roll and home and some.
And since pay is rimed with say
Why not paid with said, I pray?
Think of blood and food and good;
Mould is not pronounced like could.
Wherefore done, but gone and lone
–
Is there any reason known?
To sum up all, it seems to me
Sounds and letters don’t agree.
Anonymous
1
4/3/14
A nod to Mark Twain “What is needed is that each leDer of the alphabet shall have a perfectly definite sound, and that this sound shall never be changed or modified without the addiOon of an accent, or other visible sound…But the English alphabet is pure insanity. It can hardly spell any word in the language with any degree of certainty” (Twain, 1942, pp. 168-­‐169) ExecuOve Numbered Memo: 010-­‐2012-­‐13 – OAR 581-­‐022-­‐2130 -­‐ Kindergarten Assessment In 2012, the Legislature directed the Early Learning Council
and the Department of Education…
• 
• 
• 
• 
• 
Arriving at kindergarten ready to learn? Is their level of school readiness improving or declining over Ome? Are there dispariOes (geographical, cultural, racial, and socio-­‐economic) between groups of children that must be addressed? Are there parOcular areas of school readiness that Oregon must target? What children need to know and are able to do upon entering kindergarten. 2
4/3/14
Kindergarten Literacy Measures
3
4/3/14
Random Sample (500) in F-­‐W-­‐S: PercenOle Ranks Letter Sounds
Phoneme Segments
70 60 60 50 50 40 30 Fall 40 Winter 30 Spring 20 Fall Winter Spring 20 10 10 0 0 10th 20th 50th 75th 90th 10th 20th 50th 75th 90th 4
4/3/14
LeDer Names (LN): StraOfied Random Sample (500) LN for Risk (Fall): PercenOle Ranks (500) 5
4/3/14
LeDer Name Growth 80.00 70.00 Series1 60.00 Series2 50.00 Series3 40.00 Series4 30.00 20.00 Series5 10.00 Series6 0.00 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 80.00 Series7 Series1 70.00 Series2 60.00 Series3 50.00 40.00 Series4 30.00 Series5 20.00 Series6 10.00 Series7 0.00 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Series8 LeDer Sounds Growth 100.00 Series1 80.00 Series2 60.00 Series3 Series4 40.00 Series5 20.00 Series6 0.00 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 70.00 Series7 Series1 60.00 Series2 50.00 Series3 40.00 30.00 Series4 20.00 Series5 10.00 Series6 0.00 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Series7 6
4/3/14
Phoneme Segment Growth 60.00 Series1 50.00 Series2 40.00 Series3 30.00 Series4 Series5 20.00 Series6 10.00 Series7 0.00 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 70.00 Series8 Series1 60.00 Series2 50.00 Series3 40.00 30.00 Series4 20.00 Series5 10.00 Series6 0.00 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Series7 Reading: Word Fluency in Spring 90th 75th Winter 50th Spring 20th 10th 0 10 20 30 40 50 60 7
4/3/14
Variance of Four Models Comparison of Predictors 8
4/3/14
For More InformaOon hDp://www.brtprojects.org hDp://easyCBM.com hDp://ncaase.com 9