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Apps for Vocabulary Assessment and
Intervention - Jackson
NCSLHA April 2015
©2015 Super Duper® Publications
The presenter is an employee of Super Duper Publications but
receives no additional compensation for this presentation. The
presenter has no additional financial relationships and no nonfinancial relationships to disclose.
Super Duper Publications has developed the assessment
trademarked as the Montgomery Assessment of Vocabulary
Acquisition (MAVA) and numerous apps. This presentation will
focus exclusively on the Montgomery Assessment of Vocabulary
Acquisition (MAVA) app and other apps created by Super Duper
Publications and will not include information on other similar or
related assessments or apps. Only apps for the Apple iPad will be
featured in this presentation.
• Vocabulary is critical to both
language development and
reading acquisition.
• Four types of vocabulary:
listening, speaking, reading,
writing.
• Listening and speaking
vocabularies emerge earlier.
(Beck, McKeown & Kucan, 2002)
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NCSLHA April 2015
• Babies prosper when they hear 30,000 words a
day from caregivers (Hart & Risley, 1995).
• Children add 860 words a year — 2+ per day —
from ages 1 to 7 (Biemiller, 2005).
• Contextual information and semantic networks
encourage word retrieval in young children
(Pence & Justice, 2008).
• Oral language is learned in a universal sequence, traceable in most
languages.
• Written words are based on the highly unique sound/symbol
relationships used to represent phonemes.
• English has a deep structure, with only 26 letters (graphemes) to
represent 43 phonemes (sounds).
• Thus, English-speaking children remain in an aural/oral vocabulary
phase for a longer period of time (about 6 years) before they read
(Montgomery, 2008).
• Children understand and speak more sophisticated words than
they can read for a long time, a characteristic of a deep structure
language (Graves, 2006).
• Oral language — words heard and spoken — is the basic
element of reading. “The major goal of early reading
instruction is to teach children to recognize the written
version of words whose meanings they already know from
oral language” (Beck, McKeown, Kucan, 2008).
• Kindergarten vocabulary knowledge predicted reading
comprehension of students in 2nd grade (Roth, Speece,
Cooper, 2002; Catts, Fey, Zhang, Tomblin, 1999).
• Vocabulary knowledge in 1st grade predicted students’
reading comprehension in high school (Cunningham &
Stanovich, 1997).
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NCSLHA April 2015
Young children’s listening and speaking
competence is in advance of their reading and
writing competence. That is, they can understand
much more sophisticated content presented in oral
language than they can read independently. As
children are developing their reading and writing
competencies, we need to take advantage of their
listening and speaking competencies to enhance
their vocabulary development…
Beck, McKeown and Kucan (2003)
“…we certainly must not hold back adding vocabulary to
children’s repertoires until their word recognition
becomes adequate.”
Beck, McKeown and Kucan (2003)
With young children, “work with new meanings can and
should be done through oral activities. In later grades,
enhancing students’ vocabulary repertoires involves both
oral and written activities.”
Beck, McKeown, and Kucan (2008)
“…when children come into kindergarten, they come
in with whatever vocabulary they have picked up in
their daily lives. So, of course, some children will
have less vocabulary knowledge than others. It would
seem that being in school should boost vocabulary
knowledge, so that the gap between those with
lower vocabulary knowledge and those with higher
vocabulary knowledge would diminish. But that
doesn’t happen. Students seem to stay in the same
boat they were in early on, and one of the reasons
for this situation is that little has intervened to help
them change their vocabulary knowledge status.”
Beck, McKeown, Kucan, 2008
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NCSLHA April 2015
“… in order to build the kind of word knowledge that
affects comprehension, learners need to actively
work with new words – for example, by building
connections between new words and words they
already know and situations with which they are
familiar.”
Beck, McKeown, Kucan, 2008
English Language Art Standards: Language – Vocabulary
Acquisition and Use – Kindergarten
CCSS.ELA-Literacy.L.K.4 Determine or clarify the meaning of
unknown and multiple-meaning words and phrases based on
kindergarten reading and content.
CCSS.ELA-Literacy.L.K.5 With guidance and support from adults,
explore word relationships and nuance in word meanings.
CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired
through conversations, reading and being read to, and responding to
texts.
Common Core State Standards English Language Arts, 2010
http://www.corestandards.org/
Acquisition and Use – Grade 1
CCSS.ELA-Literacy.L.1.4 Determine or clarify the meaning of
grade 1 reading and content, choosing flexibility from an array of
strategies.
CCSS.ELA-Literacy.L.1.5 With guidance and support from adults,
demonstrate understanding of word relationships and nuances in
word meanings.
CCSS.ELA-Literacy.L.1.6 Use words and phrases acquired
texts, including using frequently occurring conjunctions to signal
simple relationships (e.g., because).
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NCSLHA April 2015
grade 2 reading and content, choosing flexibly from an array of
strategies.
CCSS.ELA-Literacy.L.2.5 Demonstrate understanding of word
relationships and nuances in word meanings.
CCSS.ELA-Literacy.L.2.6 Use words and phrases acquired
texts, including using adjectives and adverbs to describe (e.g.,
When other kids are happy that makes me happy).
unknown and multiple-meaning word and phrases based on
grade 3 reading and content, choosing flexibly from a range of
strategies.
CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of figurative
language, word relationships and nuances in word meanings.
CCSS.ELA-Literacy.L.3.6 Acquire and use accurately gradeappropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and
temporal relationships (e.g., After dinner that night we went looking
for them).
unknown multiple-meaning words and phrases based on grade 4
reading and content, choosing flexibly from a range of strategies.
language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.4.6 Acquire and use accurately gradeappropriate general academic and domain-specific words and
phrases, including those that signal precise actions, emotions, or
states of being (e.g., quizzed, whined, stammered) and that are
basic to a particular topic (e.g., wildlife, conservation, and
endangered when discussing animal preservation).
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NCSLHA April 2015
phrases, including those that signal contrast, addition, and other
logical relationships (e.g., however, although, nevertheless,
similarly, moreover, in addition).
phrases, gather vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
Students also need to learn the subject-specific vocabulary necessary
to master other CCSS, for example:
Reading: Literature – illustration, fable, folktale, moral, poem, character,
setting, dialogue, events, etc.
Reading: Informational Text – caption, glossary, cause/effect, etc.
Reading: Foundational Skills – phonics, prefix, suffix, blend, pattern,
inflectional ending, fluency, etc.
Writing – topic, fact, opinion, linking words, details, conclusion, etc.
Speaking & Listening – ask, answer, questions, speaker, conversation,
topic, comment, etc.
Math – count, match, ones, tens, add, subtract, length, ruler, yardstick,
measure, hour, triangle, half of, sum, odd, even, row, column, inch,
centimeter, quadrilateral, etc.
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NCSLHA April 2015
Isabel Beck & Margaret McKeown
(1985) developed the concept of
“word tiers” to help determine which
words to target.
Beck, McKeown, & Kucan published
Bringing Words to Life: Robust
Vocabulary Instruction in 2002 where
they outlined the three tiers of
vocabulary. The second edition of the
book was published in February
2013.
—
—
—
—
Basic words
—
High frequency
—
Words of everyday speech —
Includes early reading words
Nouns, verbs, adjectives
About 8,000 word families
boy, fence, chicken, run,
fancy, fishing
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life. New York: Guilford Press.
Graves, M. F. (2006) The vocabulary book. NY: Teachers College Columbia.
— High frequency for mature
users
— Cross a variety of domains
— More likely to appear in
written text than in speaking
vocabulary
— Multiple meanings
— Often not taught — assumed
known
— About 7,000 word families
— Subtle, precise ways to say
relatively simple things
— preference, glean, sympathy,
cluster
Tier 2 words are
referred to in the CCSS
as general academic
words.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words
to life. New York: Guilford Press.
Graves, M. F. (2006) The vocabulary book. NY: Teachers College
Columbia.
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NCSLHA April 2015
• Relate to specific domains
• Subject area words
• Hobbies, technology, weather,
professions
• Directly taught when specific
needs arise
• Low frequency of use
• More common in informational
texts than in literature
• 400,000?
• ukulele, asphalt, lava, legislature
Tier 3 words are referred to in the CCSS as domain-specific
words.
Graves, M. F. (2006) The vocabulary book. NY: Teachers College Columbia.
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For ages 3;0–12;11 years
Assess receptive vocabulary in English
Assess expressive vocabulary in English
Compare the scores for diagnostic decisions
Based on the three tiers of vocabulary – determine
intervention needs for three types of vocabulary
• Measure increased word knowledge for language
and reading development
• Make valid decisions for Title I, RTI, Special Ed
Receptive Test
• Ages 3;0 –12;11
• Standardization sample included
1,373 children
• 10% of sample had known
vocabulary deficits
• Geographical distribution closely
resembles U.S. population with
the following: 40% South, 16%
Northeast, 23% North Central,
20% West
• 52% male, 48% female
• Sample closely resembles total
U.S. population race/ethnicity
• More than 100 children in each
age group except for the 12-yearold group (n=78)
Expressive Test
• Ages 3;0 – 12;11
• Standardization sample included
1,248 children
• 10% of sample had known
vocabulary deficits
• Geographical distribution closely
resembles U.S. population with
the following: 36% South, 18%
Northeast, 25% North Central,
21% West
• 52% male, 48% female
• Sample closely resembles total
U.S. population race/ethnicity
• More than 100 children in each
age group except for the 11- and
12-year olds (n=92 and 84,
respectively)
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NCSLHA April 2015
• All three tiers of vocabulary are used in both the
Receptive and Expressive MAVA tests
• Qualitative Response Analyzer (QRA) – enter data into
the analyzer & the QRA sorts the words the child
identified into three tiers.
• Built into MAVA app
• Displays % correct for each vocabulary tier
• Compare to age and developmental level to determine
need for intervention/support
• 20 pages of case studies in the MAVA manual from
the norming sample
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Electronic Receptive Vocabulary Stimulus Pictures
Electronic Expressive Vocabulary Stimulus Pictures
Electronic Examiner’s Manual
Integrated Age Calculator
Purchase and print record
forms in-app or purchase
pre-printed record forms
from Super Duper Publications
• Incorporated Qualitative
Response Analyzer (QRA)
• Automatic calculation of
Standard Scores, Percentiles, Age Equivalents
• Email or print summary reports
MAVA is also available in a print edition with an online QRA
• Tap Receptive on the MAVA app home screen.
• Enter the student’s date of birth and tap Start Test.
• App begins with first trial item then proceeds to first item
for child’s chronological age.
• On the print record form, circle the child's response.
• For a correct response,
circle the plus (+) sign.
• For an incorrect response,
circle the minus (-) sign.
• Basal: Eight consecutive items
correct.
• Always use the first basal
established.
• Ceiling: Six consecutive items incorrect. ©2015 Super Duper® Publications
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NCSLHA April 2015
• Advance picture plate with right to left finger swipe (in Settings, you can
change this to a two finger swipe).
• If basal isn’t established, swipe left to right to go back to the item
preceding the lowest item completed.
• Once basal is established, swipe right to left to return to the highest item
after the last one completed.
• Tap Expressive on the MAVA app home screen.
• Enter the student’s date of
birth and tap Start Test.
• App begins with first trial item
then proceeds to first item for
child’s chronological age.
• On the print record form, write
the student's response.
• For a correct response, circle
the plus (+) sign.
• For an incorrect response, circle the minus (-) sign.
• Basal: Eight consecutive items correct.
• Note: Always use the first basal established.
• Ceiling: Six consecutive items incorrect.
• Advance picture plate with right to left finger swipe (in Settings, you
can change this to a two finger swipe).
• If basal isn’t established, swipe left to right to go back to the item
preceding the lowest item completed.
• Once basal is established, swipe right to left to return to the highest
item after the last one completed.
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NCSLHA April 2015
• App calculates norms from entered birth date, test
date, and raw scores.
• Tap Use QRA to access the Qualitative Response
Analyzer (QRA). In the QRA, tap to enter the items
the child missed.
• The QRA re-analyzes
the student’s responses
and reports the
percentage of words
correct in each tier.
• Generated summary
can be printed/emailed.
• Students should know
80% of the words in
each tier — as
appropriate to their
ages and vocabulary experiences.
• Scores below 80% may be targeted for instruction
or intervention — or both.
• Standard Scores
• Mean of 100
• Standard Deviation of 15
• Confidence Intervals
• Percentile Ranks
• Age Equivalents
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NCSLHA April 2015
Print vs. iPad administration of the MAVA (Strait et al., 2013)
• 26 students aged 5;0 to 10;0.
• Administered the Receptive & Expressive tests of the MAVA via
both print stimulus easels and iPad.
• 16 students received the print version first and 10 students
received the iPad version first.
• Second test version presented 7-10 days later.
• All scores were significant beyond p<.01. All Pearson’s r
correlations for raw scores, standard scores, and percentile ranks
were between .95 and .99 for both tests.
• Results indicate that test reliability did not change when the
stimulus items were presented via an iPad.
Studies comparing print & digital administration for other
assessments include Bowers & Husingh (2011) with the LAT™ and
Waite et al. (2013) with the CELF®-4.
• Please do not use the words on the MAVA, nor the word lists in
the back of the MAVA manual, for instruction or intervention.
These are only to provide examples of the three types of words
used.
• A resource to help with selecting target
vocabulary: Creating Robust Vocabulary:
Frequently Asked Questions & Extended
Examples (2008) by Beck, McKeown,
and Kucan.
• Another resource: Common Core State Standards for English
Language Arts & Literacy in History/Social Studies, Science, and
technical Subjects: Appendix B: Text Exemplars and Sample
Performance Tasks (2010)
http://www.corestandards.org/assets/Appendix_B.pdf
Receptive:
• Caveman Time Machine Basic
Concepts
• Kangaroo Island Photo
Classifying
• Adjectives
• Adverbs
• Homophones
• Opposites
• HearBuilder Following
Directions w/Basic Concepts
app to access HearBuilder
Online
• HearBuilder Sequencing app
to access Hearbuilder Online
Expressive:
• Let’s Name Things
• Name That Category!
• Name That Around the Home
Category!
• What Does Miss Bee See?
• How?
• If … Then …
• All About You, All About Me
• What Are They Thinking?
• WH Question Cards
• WH Questions in the Community
• WH Questions at School
• WH Questions at Home
• Story Starters
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NCSLHA April 2015
• Grades PreK-2
• 54 basic concepts
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all/none, apart/together, awake/asleep, big/little, red/blue/green/yellow, dirty/clean,
empty/full, finished/start, good/bad, hard/soft, hot/cold, in front/behind, mother/father,
day/night, old/new, open/closed, outside/inside, happy/sad, same/different,
square/round, here/there, top/bottom, pretty/ugly, under/over, up/down, wet/dry
15 animated scenes
Intuitive, child-friendly interface
Hidden animations to encourage children to keep exploring
Three Concept Quizzes that allow you to print or email results
• Grades PreK and Up
• Classify 336 items in 15 different categories:
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animals, bathroom, clothing, colors, foods, furniture, instruments, kitchen, toys,
shapes, tools, lowercase letters, uppercase letters, numbers 1-20, transportation
Choose to teach one to five categories at a time
Use text and/or photos
Track and graph data; document items identified incorrectly
Six Interactive Activities:
Class-A-Roo, Picking Parrot, Skink Ball, Turtle River, Koala Canvas, Seal Search
• Grades PreK-3
• 40 basic concepts in five types of directions: Basic, Sequential,
Quantitative & Spatial, Temporal, Conditional
• Adjusts challenge as appropriate
• Track data
• Customize and print reports
• CD-ROM or online delivery
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NCSLHA April 2015
Grades K-6
Sequence stories and instructions
Start with 2-step sequences and progress to 6-step sequences
Adjusts challenge as appropriate
Track data
Customize and print reports
CD-ROM or online delivery
• Grades PreK-6
• Who, What, When, Where, Why card decks
(download “Who” for FREE)
• 56 cards for each WH set (280 total)
• Data tracking
• Four entertaining learning games for each set of WH cards:
• Secret Decoder
• Multiple Choice
• Matching
• Drag ‘n Match
• Grades PreK-5
• Name category of given items
to complete a sentence
• 56 illustrated picture cards
• Select the cards you want to use
• Audio for non-readers
• Advance cards/players manually or
automatically
• Track correct and incorrect responses
• View results in a graph and email/print them
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NCSLHA April 2015
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Grades K-5
Identify adjective to complete a sentence
52 illustrated picture cards
Select the cards you want to use
Audio for non-readers
Advance cards/players manually or
automatically
• View results in a graph and email/print them
Receptive
• Idioms
• Synonyms
• Core Curriculum Vocabulary Cards Apps
Expressive
• Compare & Contrast
• StoryMaker
• Imagination Questions
• Grades PreK and Up
• 56-full color photo cards (plus audio of
each card’s text)
• Advance players and cards manually or
automatically
• Receive feedback for incorrect and/or
correct responses
• View results in a graph and see which
questions a player missed during a session
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NCSLHA April 2015
• Grades 2 and Up
• Interpret and understand
500 illustrated idioms
• 4 learning activities:
• Multiple Choice
• Super Duper Secret Decoder
• Fill in the Blank
• Search & Circle
• Includes audio for non-readers and
text for early readers
• Track data for an unlimited number of
students
• Change difficulty by choosing to have
2, 3, or 4 answer choices
• Grades PreK-5
• 56-full color photo cards (plus audio of
each card’s text)
• Advance players and cards manually or
automatically
• Receive feedback for incorrect and/or
correct responses
• View results in a graph and see which
questions a player missed during a session
Receptive
• Core Curriculum Vocabulary Cards
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PreK/K
First Grade
Second Grade
Third Grade
Expressive
• StoryMaker
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NCSLHA April 2015
• 100 core curriculum vocabulary words
with definitions
• Four subjects (Language Arts, Math,
Science, and Social Studies)
• Unlimited students
• Data tracking
• Four entertaining learning games
(Multiple Choice, Secret Decoder,
Matching, Drag ‘n Match)
• Four grade levels:
PreK/K
First Grade
Second Grade
Third Grade
(FREE Social Studies)
(FREE Science)
(FREE Social Studies)
(FREE Science)
• All Ages
• Create and tell/retell picture or photo
stories
• Choose from over 900 places,
people, and items
• Add your own photos
• Include words, sentences, & drawings
• Name your story and type up to three lines
of text at a time
• Edit your stories
• Unlimited pages in a story
• Record your voice for each story
• Play stories as slideshow or
“turn” pages like in a book
• Print or email stories
• Tier 1
• Most basic words
• Early reading words, sight words, nouns, verbs, adjectives
• Tier 2
• Often represent multiple meanings and subtle nuances
• Add productivity to an individual's language ability
• Often not taught – assumed to be known
• Tier 3
• Related to specific domains
• Have low frequency
• Domains might include subject areas in school, hobbies,
regions, or technology
Graves, M. F. (2006) The vocabulary book. NY: Teachers College Columbia
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NCSLHA April 2015
The importance of students acquiring a rich and varied
vocabulary cannot be overstated.
Key to students’ vocabulary development is building
rich and flexible word knowledge. Students need
plentiful opportunities to use and respond to the words
they learn through playful informal talk, discussion,
reading or being read to, and responding to what is
read.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,
and Technical Subjects: Appendix A: Research Supporting Key Elements of the Standards, 2010
Retrieved from: http://www.corestandards.org/assets/Appendix_A.pdf
Questions?
[email protected]
18

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Transcription

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