CUMBRIA READING INTERVENTION
DIAGNOSTIC TESTS (t2) AND RECORD SHEETS
(for use with children at the end of the twelve weeks of CRI training)
P J Hatcher
Page
Contents
Assessments 17
Concepts about print 19
High frequency words 23
Text reading: running record 39
Letter identification 45
Written language 52
Early writing vocabulary 59
Sounds in writing 63
Sound Linkage: test of phonological awareness (Peter Hatcher) 67
Sound Linkage: from assessment to teaching 73
Burt (rearranged) word reading test 74
Schonell graded word spelling test 78
Summary sheets, post-intervention report and recommendations 83
Cumbria Reading Intervention: summary test record sheets 85
Cumbria Reading Intervention: pre- and post-intervention test summary 89
Cumbria Reading Intervention: post-intervention report 91
Cumbria Reading Intervention: final record sheet 99
Assessments
Concepts about Print
Aims
To determine whether children have mastered significant concepts about print, including:
· the fact that the book has to be correctly oriented for reading
· the fact that the print carries the ‘message’
· the directional rules of print
· the fact that there is a one-to-one relationship between spoken and written words
· awareness of specific words and phrases that are used to refer to parts of a story, or a word
· the notion that, as in speech, a sequence of printed words can be used to ‘guess’ at unrecognised words
· the function of specific punctuation marks.
Materials
· the book ‘Look What I've Got!’ by A. Browne. Make sure you have numbered the pages of this book in advance
· two pieces of card (approx. 9 x 7 cm)
Instructions
Sit alongside the child.
Correct orientation of book and concept of print carrying the message
Hold the book vertically by its outside edge (spine towards the child) and say:
“I want to read this story to you. Will you show me where to start reading?”
Ø Did the child open the book the right way round? [ ]
Ø Was the child able to guide you to the first section of print? [ ]
Total [ ]/2
Directional rules of print
Read the first page (do not point to the words with your finger). After doing so, turn to page 2 and ask:
“Where should I start?”
Ø Was the child able to point you to the left part of the print on page 2? [ ]
Read page 2. Then, ask:
“Where should I go now?”
Ø Was the child able to indicate the first word of the first line on page 3? [ ]
Point to the first word on page 3 and say:
“Which way do I go?”
Ø Was the child able to indicate that you should go from left to right along the line? [ ]
“Where should I go after that?”
Ø Was the child able to indicate a return-sweep to the next line? [ ]
Total [ ]/4
One-to-one matching of spoken and written words
Read page 3, say:
“Now I want you to point while I read the story.”
Read the page slowly but fluently. Do not point to the words.
Ø Was the child able to point to the words one-by-one as you read them? [ ]
Total [ ]/1
Use of meaning to predict unknown words
Say:
“Let's go back and read that again.”
Read pages 1 to 5.
On page 6, raising your tone to show that you expect the child to complete the sentence,
read the words:
“Are you all ...... ?”
If the child doesn't respond, say:
“I keep missing a bit out. What should it be?”
“Are you all ...... ?”
Ø Was the child able to supply a word that makes sense? [ ]
Read pages 7 to 10. On page 11, again raising your tone to show that you expect the child
to complete the sentence, omit the word ‘pleased’ from the end of the sentence.
“The park-keeper didn't seem very ...... ”
Ø Was the child able to supply a word that makes sense? [ ]
Read pages 12 to 16. On page 17, omit the word ‘terrified’ from the end of the sentence.
“Sam was ...... ”
Ø Was the child able to supply a word that makes sense? [ ]
Total [ ]/3
Concepts of ‘first’, ‘last’, ‘top’, and ‘bottom’
Finish the story. After doing so, say:
“Show me the bit you like best in that book.”
After the child has done so, say:
“Show me the first part of the story.”
Ø Was the child able to point to either the first line, word or letter of the story? [ ]
“Show me the last part of the story.”
Ø Was the child able to point to either the last line, word or letter of the story? [ ]
Turn to page 21, and say:
“Show me the bottom of the page.”
Ø Was the child able to show you the bottom of the page? [ ]
“Show me the top of the page.”
Ø Was the child able to show you the top of the page? [ ]
Total [ ]/4
Punctuation marks
Turn to pages 6, 8 and 15. Point to the punctuation marks indicated below, or, trace them
with a pencil, and for each one ask:
“What’s this?” and “What’s this for?”
Ø Was the child able to either give the name and/or explain the
function of:
Name Function
full stop [ ] [ ]
question mark [ ] [ ]
speech mark [ ] [ ]
exclamation mark [ ] [ ]
comma? [ ] [ ]
Total Name [ ]/5
Total Function [ ]/5
Letter and word awareness
Turn to page 12. Give the two pieces of card to the child and before each of the following
items say:
"Can you move the cards so you can only see
Ø Was the child able to show you:
a letter [ ]
two letters [ ]
a word [ ]
two words [ ]
the first letter of a word [ ]
the last letter of a word [ ]
a letter in the middle of a word [ ]
a capital letter?” [ ]
Total [ ]/8
High Frequency Words
Aim
To determine the extent to which children can recognise the first 100 high frequency words.
Materials
· High Frequency Words: Window Sheet
· high frequency words test sheets
· High Frequency Words: Record Sheets
Instructions
Cut out the rectangle on the window-sheet. Expose each line of words to children and ask them to tell you any of the words that they know.
Begin with the sheet containing Phase 2 words from letters/sounds. If children can read more than 24 of these, continue with the next two sheets containing words from Phases 3-5. Otherwise discontinue.
Record children’s responses on the corresponding record sheets. When recording, do not lose information. If a child ‘sounds out’ a word note this on the record sheet. If a child reads a word wrongly, note the word they said.
Do not put children in a position of repeated failure. If the child is struggling, select words you think they may know and ask:
“Do you know this one?”
“Or this one?”
High Frequency Words: Window Sheet
cut out this rectangle
a had if
I back got
mum to up
it into but
dad him can
is put at
big the on
go off in
get and no
as not his
an of
will he for
that see we
look be this
them now my
with they her
was down all
are she then
me too you
help one out
when children what
so little just
come
went have house
said like do
some were here
very there from
time day oh
about called their
it’s Mr looked
your saw could
asked made don’t
old Mrs make
people by I’m
came
High Frequency Words: Record Sheet
Name ...... Date ...... /…..../......
Write any incorrect responses adjacent to the word read by the child.
a / had / ifI / back / got
mum / to / up
it / into / but
dad / him / can
is / put / at
big / the / on
go / off / in
get / and / no
as / not / his
an / of
will / he / for
that / see / we
look / be / this
them / now / my
with / they / her
was / down / all
are / she / then
me / too / you
help / one / out
when / children / what
so / little / just
come
went / have / house
said / like / do
some / were / here
very / there / from
time / day / oh
about / called / their
it’s / Mr / looked
your / saw / could
asked / made / don’t
old / Mrs / make
people / by / I’m
came
Number of words correctly identified by the child: [ ]
Comments:
Text Reading: Running Record
Aims
To determine:
· the Hatcher levels at which children can read text at easy, instructional and hard levels
· children’s strengths and weaknesses in reading text at different levels (easy, 95%+ reading accuracy; instructional, 90 to 94% reading accuracy; and hard,<90% reading accuracy).
Materials
· texts thought to be respectively at the easy, instructional and hard levels of difficulty. It is suggested that children’s responses to the High Frequency Words test be used as an initial guide to their level of text reading
· Running Record: Practice Sheet or a piece of plain paper and a pen/pencil
Instructions
Administration
Select passages of 100 to 200 words from each text. At the early reading level, fewer words can be used. Introduce the book in the way described in Section 6 of this handbook.
Using the coding procedure outlined in the section ‘Learning to Take a Running Record’, record everything that the children say and do as they read passages. Administer passages until easy, instructional and hard text levels have been identified.
If there is any doubt about the child’s sense of reading direction ask them to:
“Use your finger to help you to read it.”
When children have finished reading, write the correct words, from the text, under the errors on the running record.
Score the running record in terms of percentage reading accuracy as outlined in the section ‘Learning to Take a Running Record’.
Score the running record in terms of self-correction (SC) rate as outlined in the section ‘Learning to Take a Running Record’.
Analysis
Directional movement
Ø Did the child have control over directional
movement
Yes Sometimes No
left to right [ ] [ ] [ ]
top to bottom [ ] [ ] [ ]
return sweep? [ ] [ ] [ ]
Clues used to read unknown words
To be as objective as possible, all the errors and self-corrections should be looked at in terms of the following questions:
Ø Did the child use Meaning? (Did the error make
sense within the context of the story?) Yes Sometimes No
[ ] [ ] [ ]
Ø Did the child use Syntax? (Did the error fit the
grammar of the text?) Yes Sometimes No
[ ] [ ] [ ]
Ø Did the child use letter-sounds (Auditory Cues) for
Yes Sometimes No
the initial letter [ ] [ ] [ ]
the final letter [ ] [ ] [ ]
a middle letter? [ ] [ ] [ ]
Ø Did the child use letter combinations such as
Yes Sometimes No
initial blends [ ] [ ] [ ]
final blends [ ] [ ] [ ]
vowel digraphs [ ] [ ] [ ]
consonant digraphs? [ ] [ ] [ ]
Ø Did the child use visual cues?
Did the child respond to ‘obvious’ features of
words e.g. recognising house because of
the ‘s’, or cat because of the ‘t’? Yes Sometimes No
[ ] [ ] [ ]
Did the child use rimes (e.g. ‘ouse’ in house,
and ‘at’ in cat?) Yes Sometimes No
[ ] [ ] [ ]
Did the child identify other letter strings such as
Yes Sometimes No
the first syllable [ ] [ ] [ ]
the last syllable? [ ] [ ] [ ]
Did the child make visual errors such
as reversals? Yes Sometimes No
[ ] [ ] [ ]
If the letters M, S, V or A are entered over each error on the running record, to signify the use of meaning, syntax, visual or auditory cues, the frequency of circled letters can be used to give an indication of the strategies being used by the child.
Self-correction
Ø Before, or after, making an error did the child:
Yes Sometimes No
seek help [ ] [ ] [ ]
pause [ ] [ ] [ ]
try again [ ] [ ] [ ]
return to the beginning of the line [ ] [ ] [ ]
return back just a few words [ ] [ ] [ ]
repeat the word only [ ] [ ] [ ]
repeat the initial sound [ ] [ ] [ ]
read to the end of the line? [ ] [ ] [ ]
Cross-checking strategies
Ø Did the child take note of discrepancies between
meaning, syntax, visual and auditory cues? Yes Sometimes No
[ ] [ ] [ ]
Ø Record any examples of the MSVA strategies being used in
combination.
------
------
------
------
Running Record: Practice Sheet
Book ...... …………….. Hatcher level …………………………
|Total words (TW) = ......
|------
|Errors: No.
|
|Omissions ......
|
|Insertions ......
|
|Miscues/told ......
|
|TTA ......
|
|Total (E) = ......
|------
|Self-help behaviour: No.
|
|Self-corr. (SC) = ......
|