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Language and Literacy
Assessments for Students Who
Are Deaf/Hard of Hearing
GDEAF – 2004
Macon, GA
Assessments for External Audiences
Provides data to people and organization
beyond the classroom and building level
 Used to compare programs, school divisions
within a state, or even states themselves
 Not administered at the discretion of the
teacher
 Used for school accountability
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Assessments for Internal Audiences
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Used to gather information about students that will
be of direct, immediate use to the teacher herself
or himself.
Used to organize, plan, and evaluate instruction
For the student’s benefit:
– Recognition of achievements
– Setting of goals

For the teacher’s benefit:
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–
–
–
Where to begin instruction
What to review
When to intoduce new material
How to group students
Language Assessments
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The MacArthur Communicative
Development Inventory: Words and
Sentences
– Distributed by Paul H. Brookes Publishing Co.
» 1-800-638-3775
» www.brookespublishing.com
Literacy Assessments
Formal Measures
 Running Records
 Informal Reading Inventories
 Checklists & Inventories

– Stages of Literacy Checklist
» Martha French,
– Literacy Assessment: A Handbook of
Instruments
» Edited by Lynn K. Rhodes, Heinemann, 1993
Formal Measures
Criterion-Referenced Tests
 Achievement Tests
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– Peabody Individual Achievement Test, Revised
Ed. (PIAT-R)
– Wide Range Achievement Test, 3rd Ed. (WRAT3)
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Diagnostic Tests
– The Woodcock Reading Mastery – Revised
– Gray Oral Reading Tests, 3rd Ed.
Informal Reading Inventories

Basic Reading Inventory 5th Edition
– Jerry L. Johns; Kendall/Hunt, 1997
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Qualitative Reading Inventory II
– Lauren Leslie & Joanne Caldwell; Wesley Longman,
1995
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Stieglitz Informal Reading Inventory 2nd Ed.
– Ezra L. Stieglitz; Alyn & Bacon, 1995
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Informal Reading Inventory 4th Ed.
– Paul C. Burns & Betty D. Roe; Houghton Mifflin, 1992
Administering an Informal
Reading Inventory
Where to start
 Where to stop
 Word Recognition in Isolation
 Concept Miscues
 Re-inspection and Comprehension
 Retelling and Comprehension
 Listening Comprehension

Reading Levels
Independent
 Instructional
 Frustration

Independent
Students can read text easily without help.
 Comprehension is excellent.
 Silent reading is rapid.
 Oral reading generally fluent.
 Words are generally recognized and
understood at sight.
 Easy and enjoyable for the reader.
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Instructional
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Material is not easy but still comfortable.
Students are comfortably challenged and will
benefit from instruction.
Comprehension is good, but some help may be
needed with some concepts.
Silent reading is fairly rapid.
Some word analysis is usually necessary.
Oral reading is fairly smooth and accurate.
Occasional miscues occur during oral reading.
Frustration
Material is too difficult to be read
successfully.
 Comprehension is poor with major ideas
missed.
 Both oral and silent reading are slow and
labored.
 Oral reading miscues are frequent.
 Because of difficulty, this level is
frustrating to a student.
 This level should be avoided during
instruction.
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Word Recognition in Isolation
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Independent Level
– 90-100% accuracy
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Instructional Level
– 70-85% accuracy
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Frustration Level
– Below 70%
Word Recognition in Context
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Independent
– 97% or higher
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Instructional
– 90-96%
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Frustration
– 90%
Reading and Listening
Comprehension Levels
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Independent
– 90% or higher
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Instructional
– 70-90%
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Frustration
– Below 70%
Stages of Literacy
All
N/A
11%
Maturing
8%
Early Emerging
7%
Emerging
18%
Developing to
Maturing
5%
Developing
10%
Beginning to
Developing
17%
Emerging to
Beginning
11%
Beginning
13%
Pre-School, Pre-Kindergarten, & Kindergarten
Beginning
10%
Early Emerging
39%
Emerging
51%
*23% of students assessed
are in identified Special Needs
classes.
First and Second Grade Students
Beginning to
Developing
20%
Early Emerging
10%
Emerging
10%
Beginning
30%
Emerging to Beginning
30%
*50% of students assessed are
in identified Special Needs
classes.
Third - Fifth Grade Students
Developing to Maturing
8%
Developing
8%
Emerging
12%
Emerging to Beginning
23%
Beginning to
Developing
26%
Beginning
23%
*27% of students assessed
are in identified Special
Needs classes.
Stages of Literacy
Middle School Students
Emerging
7%
Maturing
9%
Developing to Maturing
11%
Emerging to Beginning
11%
Beginning
19%
Developing
19%
Beginning to Developing
24%
*12% of students assessed are in identified
Special Needs classes.
High School Students
Emerging
22%
Maturing
21%
Developing to Maturing
5%
Emerging to Beginning
14%
Developing
14%
Beginning
5%
Beginning to
Developing
19%
*40% of assessed HS
students are in identified
Special Needs classes.
**20 HS students w ere not
assessed, and do not
receive LA services on
campus.
Walk in the Fall
It was fall. Pat went for a walk. She
took her dog Sam. They liked to walk.
They walked for a long time. They saw
trees. Some were red. Some were green.
They were pretty. Pat and Sam saw birds
too. Sam did not run after them. He was
nice.
JOHNS' BASIC READING INVENTORY
Student Name:
AA
Word Recognition
In
Isolation
Comprehension
Word Recognition
In
Isolation
Comprehension
Form A - Assessment Date: Jan-04 Form B - Assessment Date:
From A - Evaluator: Huston/Stoner
Form B - Evaluator: Stoner
May-04
Form A - Narrative
Independent
Instructional
Frustration
PP
P
1
2
3
4
5
6
7
8
Form A - Narrative
Independent
Instructional
Frustration
PP
P
1
2
3
4
5
6
7
8
P
1
2
3
4
5
6
7
8
P
1
2
3
4
5
6
7
8
Form B - Narrative
Independent
Instructional
Frustration
PP
Form B - Narrative
Independent
Instructional
Frustration
PP
Johns’ Basic Reading Inventory
9QCC
Johns’ Basic Reading Inventory
9 Prep
Johns’ Basic Reading Inventory
11th Grade QCC
12
10
8
Frustration
6
Instructional
Independent
4
2
0
2003/Narrative
2004/Narrative
SA
2003/Narrative
2004/Narrative
KW