Page 5 - System 44 IDA Alignment

Screening and Placement: An Additional Data Source for Identi ed Areas of
into System 44 and help monitor their progress at key points throughout the program. The Phonics Inventory also
Assessment in The Dyslexia Handbook
System 44 includes The Phonics InventoryM for screening, placement, and progress monitoring. The Phonics
Inventory represents an additional data source for assessment of letter knowledge, reading words in isolation,
decoding unfamiliar words, as well as processing speed. Three equivalent test forms screen and place students
Screening and Placement: An Additional Data Source for Identi ed Areas of
iAncslusdes srempoertns atnidnreTshouercDesy, aslweexllias Htesat nacdcobmomookdations. Screening and Placement
ng and Placement: An Additional Data Source for Identi ed Areas of
ent in The Dyslexia Handbook
System 44 includes The Phonics InventoryM for screening, placement, and progress monitoring. The Phonics The Phonics Inventory was developed under the guidance of three nationally-known researchers and
System 44 includes The Phonics InventoryM for screening, placement, and progress monitoring. The Phonics Inventory represents an Inventory represents an additional data source for assessment of letter knowledge, reading words in isolation,
practitioners.
additional data source for assessment of letter knowledge, reading words in isolation, and decoding unfamiliar words. Three equivalent
decodMing unfamiliar words, as well as processing speed. Three equivalent test forms screen and place students
ncludes The Phonics Inventory for screening, placement, and progress monitoring. The Phonics
Dr. Marilyn Jager Adams, a leader in the eld of reading research and instruction, served on an advisory board
test forms screen and place students into System 44 and help monitor their progress at key points throughout the program. The Phonics into System 44 and help monitor their progress at key points throughout the program. The Phonics Inventory also
epresents an additional data source for assessment of letter knowledge, reading words in isolation,
for the International Dyslexia Association. She is a visiting processor in the Cognitive and Linguistic Sciences
Inventory also includes reports and resources as well as test accommodations. includes reports and resources, as well as test accommodations.
nfamiliar words, as well as processing speed. Three equivalent test forms screen and place students Department at Brown University.
ports and resources, as well as test accommodations.
t at Brown University. research-validated, adaptive software to enhance learning in students with disabilities and those at risk of
44 and help monitor their progress at key points throughout the program. The Phonics Inventory also
rnational Dyslexia AssociDatr.ioTne.dSHheasisaelvbisritningg, PprrofceesssoorroifnStphecCiaolgEndiuticvaetiaondTLeicnhgnuoislotigcySactieVnacnedserbilt University, developed the
ng and Placement: An Additional Data Source for Identi ed Areas of
44 and help monitor their progress at key points throughout the program. The Phonics Inventory also
The Phonics Inventory is a computerized, research-based, and validated assessment that can be administered to multiple students in about
Dr. Ted Hasselbring, Professor of Special Education Technology at Vanderbilt University, developed the The Phonics Inventory was developed under the guidance of three nationally-known researchers and
poertns atnidnreTshouertceDensy,masisnlwuetexelsli.aUs sHtiensagt navcadcriobmuosmdooiskdcaritmioinsa.tion tasks, this assessment determines whether or not the root cause of a student’s reading di culty research-validated, adaptive software to enhance learning in students with disabilities and those at risk of
practitioners.
is an inability to decode, and it identi es the student’s appropriate point of entry in the System 44 program.
school failure.
M nIcnlvuednetosrTyhweaPshdoneivcesloInpveDednr.tuoMnrydarefirloytrhnsecJagregueindriaAndgc,aepmolafsct,heamrleeandntea,rtaiionndtahplleryo -gkernledoswosfnmreroeansdietianorgcinhreges.resTaharencdhPhaonndiicnsstruction, served on an advisory board
Dr. Richard Wagner of the Florida Center for Reading Research has researched the importance of assessing resp. resents an additionaflodrathaesoInutrecrenafotiroansasleDsyssmleexniat Aosfsloectitaetriokn.oSwhledisgaev, irseiatidnigngprwoocerdssoinr iinsothlaetiCono,gnitive and Linguistic Sciences
phonological decoding skills and sight word knowledge. He devised the scoring algorithm and evaluated the nfamiliar words, as welDl aespparotmcesnstinagt Bsproewedn.UTnhirveerseiqtyu.ivalent test forms screen and place students
Jager Adams, a leader in the eld of reading research and instruction, served on an advisory board reliability and validity of The Phonics Inventory.
Phonics
school failure.
ring, Professor of Special Education Technology at Vanderbilt University, developed the ntory was developed under the guidance of three nationally-known researchers and
Inventory
ed, adaptive softwDar.eRtoicehnahrdanWceaglenaernr ionfgthinesFtluodriednatCs wenitherdfiosar bRieliatideisnagnRdetsheoasrcehathraiskreosfearched the importance of assessing PRACTICE TEST LETTER RECOGNITION
phonological decoding skills and sight word knowledge. He devised the scoring algorithm and evaluated the
er Adams, a leader in the eld of reading research and instruction, served on an advisory board reliability and validity of The Phonics Inventory.
DATA AND REPORTS
gner of the Florida Center for Reading Research has researched the importance of assessing onal Dyslexia Association. She is a visiting processor in the Cognitive and Linguistic Sciences
coding skills and sight word knowledge. He devised the scorPinrgaaclgtiocreithTmesatnd evaluated the Brown University.
lidity of The Phonics Inventory.
ring, Professor of Special Education Technology at Vanderbilt University, developed the
ted, adaptive software to enhance learning in students with disabilities and those at risk of
them on the test interface. read aloud.
coding skills and sight word knowledge. He devised the scoring algorithm and evaluated the
alidity of The Phonics Inventory.
An integral part of each test administration, the Practice Test “warms up” students by preparing them on the test interface.
PRACTICE TEST LETTER RECOGNITION
An integral part of each test administration, the The Letter Recognition test measures DATA AND REPORTS
gner of the Florida CenterPfroacrticRe eTeastd“winargmsRupe”steudaernctshbyhparespariengsearchstueddentsh’ aebilimty topioderntiafynlocwercoasfealesttseersssing PRACTICE TEST LETTER RECOGNITION
DATA AND REPORTS SIGHTWORD RECOGNITION NONWORD DECODING
Letter Recognition
PRACTICE TEST
art of each test administration, the “warms up” students by preparing test interface.
WORD RECOGNITION
art of each test administration, the “warms up” students by preparing test interface.
WORD RECOGNITION
LETTER RECOGNITION
The Letter Recognition test measures students’ ability to identify lowercase letters read aloud.
An integral part of each test administration, the Practice Test “warms up” students by preparing
The Letter Recognition test measures students’ abilities to identify lowercase letters when read aloud.
them on the test interface.
The Letter Recognition test measures studeSnIGts’HabTiWlityOtoRidDenRtiEfyCloOwGerNcaIsTeIlOetNters read aloud.
The SightWord Recognition test assesses
DATA AND REPORTS NONWORD DECODING
The NonWord Decoding test assesses
students’ “pure decoding” skills in a
deScoingtehxtutaliWzed oenrvidronmReentc. Nong-wnordistion
follow the structural conventions of the
EnTghliseh lSaniguhagteWbuot hradveRnoemceoagningist.ion test assesses students’ knowledge of
high-frequency sight words. Orthographically similar words are used as distractors to ensure students’ strengths in this skill.
The NonWord Decoding test assesses students’ “pure decoding” skills in a decontextualized environment. Non-words follow the structural conventions of the
students’ knowledge of high-frequency
NONWORD DECODING
sight words. Orthographically similar words are used as distractors to ensure students’ strength in this skill.
The Letter Recognition test measures students’ ability to identify lowercase letters read aloud.
The SightWord Recognition test assesses students’ knowledge of high-frequency
NONWORD DECODING
sight words. Orthographically similar words are used as distractors to ensure students’
rd Recognition test assesses owledge of high-frequency Orthographically similar words
istractors to ensure students’ is skill.
rd Recognition test assesses owledge of high-frequency Orthographically similar words
istractors to ensure students’ his skill.
strength in this skill.
The NonWord Decoding test assesses
students’ “pure decoding” skills in a decontextualized environment. Non-words follow the structural conventions of the English language but have no meanings.
The NonWord Decoding test assesses students’ “pure decoding” skills in a decontextualized environment. Non-words follow the structural conventions of the English language but have no meanings.
English language but have no meanings.
NonWord Decoding
The NonWord Decoding test assesses students’ pure decoding skills in a decontextualized environment. Nonwords follow the structural conventions of the English language but have no meanings.
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