Page 27 - iRead EL in Research Paper

RECOMMENDATION
Provide a screening assessment for early identi cation of areas in which individual students need more support, as well as areas in which students exhibit mastery.
iRead’s Approach
iRead ’s Screener assessment, which has been correlated with the widely used Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next) assessment, determines appropriate placement within the instructional sequence based on individual performance data. The various placement starting points ensure that students with readiness issues begin with the instruction they truly need. Advanced readers in Grades 1 and 2 begin iRead lessons at a later starting point and are a orded ample opportunities to move more quickly through the instruction.
Engagement With
Appropriate Text
Engagement with text is essential to successful reading. Beginning readers must be engaged in the material they are trying to
Usernames & Passwords
read in order to learn. When children are challenged to just the right degree and feel themselves progressing and learning, they
Student Digital Portfolio
Screener Settings
Success at any skill, including reading, depends on practice. All beginning readers need frequent engagement with text that provides optimal levels of challenge and support, with student performance data informing the type and degree of independence of their reading activities (IES, 2009).
DATA SNAPSHOTS
Cycles in Current Topic Number of Students
4 10
Class Analytics Growth
Screener
Student Analytics Software Performance
Family Report
English Spanish
TOOLKIT
6
KGomez, iRead, Grade 1
Screener
More Info
Review children’s performance on the iRead Screener and placement into the iRead instructional software
Student Name
Last Screener Administration
Total Fluent
Placement
(Level/Series)
DIBELS
Percentile
Next Composite Score Risk Status
Miller, Serena Barret, Javier Carter, Marcus Cruz, Alexa Park, Katherine Conyer, Ray
10/2/13 69 B/19 9/30/13 56 B/19 9/29/13 44 B/19 9/30/13 36 B/19 9/30/13 34 A/13 9/30/13 6 A/1
Key
92 At 87 At 74 At 48 At 40
or Above Benchmark or Above Benchmark or Above Benchmark or Above Benchmark Below Benchmark
2 Well Below Benchmark
Total Fluent Placement
Level B
Level C 59–82
0–15 Series 1
Level A 16–30
31–35 Series 13
On Grade Level
Below Grade Level
Far Below Grade Level
36–48 49–58
Series 19 Series 28
Series 37
Series 7
become deeply engaged in reading. It is critical to provide students with texts that are on the appropriate level in order for this to happen.
Research Evidence and Expert Opinion
Ideally, instruction should provide texts that bracket each reader’s optimal level of support and challenge, i.e., their zone of 1A SCHOLASTIC | iRead > Student Report > Screener
(ROUND 14/ DIRECTION A) SCREEN NUMBER proximal development (Vygotsky, 1978). Yet, there is an obvious tension here. Since low-readiness readers read more slowly
and have fewer choices of texts at an appropriate level, they get less practice reading. Yet more practice is exactly what they need to build awareness of sound-spelling patterns on which uent reading depends.
The solution is to consistently and carefully design di erentiated instruction that exposes children to texts and phonics lessons that support and build on one another (Adams, 1990). As the National Research Council (1998) advises, two types
of instructional resources should be provided to early readers: (a) daily independent reading materials “selected to be of particular interest for the individual student, and beneath the individual student’s frustration level, in order to consolidate the student’s capacity for independent reading” and (b) supported reading texts “that are slightly more di cult in wording or in linguistic, rhetorical, or conceptual structure in order to promote advances in the student’s capabilities” (p. 8).
GroupinatorTM Groupinator
Browse All Lessons
Lessons
Interactive Learning Tools
Interactive Learning Tools
Screener Analytics
MANAGE CLASS
Class Profile
Downloadables
Downloadables
Resources
Class Settings
Off
line
As
s
ess
men
ts
Using This Data
Total Fluency Scores determine placement in iRead. Children complete up to 82 items, based on performance. Note: children must answer correctly within a given time limit to be scored "fluent" on an item.
Total Fluency Scores have been linked to DIBELS Next composite scores to provide a norm- Roster & Enrollment referenced indicator of performance. For example, a Total Fluency Score of 56 for a child in Student Profiles first grade is roughly equivalent to scoring in the 87th percentile on DIBELS Next, which is
considered At or Above Benchmark.
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