Objectives
Diagnosing Decoding
Weaknesses and
Grouping Students Effectively
!
To consider which data is critical to plan the best
instruction for struggling readers.
!
To learn to administer and score the Beginning and
Advanced Diagnostic Decoding Surveys
!
To understand how the Survey scores can be used to
group students and plan instruction.
Presented at
Summer Institute
University of Cincinnati
Presented by
Linda Farrell
[email protected]
June 15, 2009
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Oral Reading Fluency Screening
!
Screening with Oral
Reading Fluency
"
!
!
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Oral Reading Fluency measures are the most
common screening measures.
3
Read any grade level passage for one minute
Measure both Words Correct Per Minute and
Accuracy Rate.
If students do not meet both the grade level
WCPM benchmark and the Accuracy Rate
benchmark, administer the Decoding Skills
Surveys.
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1
DIBELS Benchmarks
Note: Passage is
longer than this.
(reading grade level material)
The Field Trip
Last week our teacher said we were going on a field trip to
13
DIBELS Benchmarks
the fish hatchery. She gave us permission letters to take home to
25
(words correct per minute)
be signed by our parents before we could go. She encouraged us
37
to ask our parents if they would like to come along. We needed
50
GRADE
Fall
Winter
Spring
1
--
20
40
2
44
68
90
3
77
92
110
4
93
105
118
- 6 errors
5
104
115
124
36 WCPM
6
109
120
125
some parents to help provide transportation. Everyone was
58
supposed to bring a snack and a sack lunch.
67
ORF benchmark = 92
below 66 = at risk
3rd Grade DIBELS Passage
WCPM calculation
42 attempted
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New Research Findings!!!!
Accuracy as a Measure
Independent of Words
Correct Per Minute
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Pay Attention to Accuracy Percentage as an
Indicator of Reading Competency
A new study, presented at the 2008 DIBELS Summit,
by Marcia Davidson and colleagues indicates that
accuracy may be as important or more important
then WCPM as a predictor of reading abilities.
7
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2
Recommended Accuracy Benchmarks
Calculating Accuracy Percentage
Time of Year
Grade
1
Beginning
Middle
End
NA
80%
90%
2
92%
95%
97%
3-12
97%
97%
97%
!
To calculate Accuracy Percentage:
"
!
Divide WCPM by total words attempted.
Example:
Until more research is conducted on accuracy percentage, consider using the accuracy
benchmarks above as part of oral reading fluency screening data.
"
Students who do not meet BOTH the WCPM and Accuracy Percentage benchmarks
should be diagnosed for specific weaknesses that are the cause of the student not
meeting benchmark.
"
Susan attempts 100 words, makes 4 errors, and has a
score of 96 WCPM.
96 ! 100 = 0.96 or 96% accuracy percentage
The benchmarks are based on the Davidson study and on experience of the authors of
the Diagnostic Decoding Surveys.
9
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Benchmark Students
DIBELS ORF Scores for 4th Graders (middle of year)
DIBELS Recommends 3 Instructional Levels Based on WCPM
Benchmark
105+ wcpm
Strategic
83 - 104 wcpm
Intensive
0 - 82 wcpm
Green = Benchmark
Yellow = Strategic
Red = Intensive
WCPM
Name
WCPM
WCPM
Accuracy
1
Midora
206
99%
2
Justin
204
97%
3
Caitlin
172
99%
4
Lamar
169
99%
5
Nigel
152
99%
6
Kammie
146
99%
7
Jordan
140
99%
8
Morisha
136
100%
9
Colby
130
100%
10
Janay
128
93%
11
Tyvon
119
95%
12
Keondra
115
99%
13
Ivonn
110
98%
14
Thomas
106
94%
Name
WCPM
Based on DIBELS Instructional Recommendations
ORF
Name
Accuracy
WCPM
1
Colin
104
99%
1
Mark
78
95%
2
Linsey
96
97%
2
Jasmine
75
97%
3
Darius
73
97%
Benchmark = 105 WCPM
"
14 / 32 students (44%) had WCPM scores at or
above benchmark.
3
Devon
96
97%
4
Timothy
92
99%
4
Shalonda
70
91%
5
Edward
91
94%
5
Zyambra
63
90%
6
Dejay
91
95%
6
Junior
57
91%
What if we also consider a 97%
Accuracy Percentage benchmark?
7
Monay
89
97%
7
Taylor
37
86%
"
8
Chris
84
92%
8
Archie
34
89%
9
Devin
33
85%
10
Harry
10
53%
(c) Really Great Reading Company 2006
Name
4th grade – middle of year
WCPM
Accuracy
10
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3 students have accuracy below 97%.
WCPM
Accuracy
1
Midora
206
99%
2
Justin
204
97%
3
Caitlin
172
99%
4
Lamar
169
99%
5
Nigel
152
99%
6
Kammie
146
99%
7
Jordan
140
99%
8
Morisha
136
100%
9
Colby
130
100%
10
Janay
128
93%
11
Tyvon
119
95%
12
Keondra
115
99%
13
Ivonn
110
98%
Thomas
106
94%
12
14
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Strategic Students
Intensive Students
Based on DIBELS Instructional Recommendations
Based on DIBELS Instructional Recommendations
ORF
Student Name
4th grade – middle of year
4th grade – middle of year
ORF
WCPM
Name
!
Some Risk = 83–104 WCPM
"
!
1
8 / 32 students (25%) with scores 83-104
What if we also consider a 97%
Accuracy Percentage benchmark?
"
3 students have accuracy under 97%
Colin
2
Lindsey
3
Devon
4
Timothy
5
Edward
6
Dejay
7
Monay
8
Chris
WCPM
Accuracy
104
96
96
92
91
91
89
84
99%
97%
97%
99%
94%
95%
97%
92%
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Green = Benchmark
Yellow = Strategic
ORF
Midora
206
99%
2
Justin
204
97%
3
Caitlin
172
99%
1
5
6
WCPM
Nigel & Accuracy
152
99%
above
benchmark.
Kammie
146
99%
Jordan
140
99%
8
Morisha
136
100%
Colby
130
100%
10
Keondra
115
99%
11
Ivonn
110
98%
Colin
104
99%
1
2
2
No
Help Needed
Lamar
169
99%
7
9
Why
Linseyare they96slow?
97%
Devon below 96
WCPM
Timothy
92
4 benchmark.
"
Risk = 82 and lower WCPM
10/32 students with scores lower than 83
2
3
! What
"
if we look at Accuracy Rate?
8 students have accuracy below 97%
4
5
6
7
8
9
10
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Accuracy
78
95%
75
97%
73
97%
70
91%
63
90%
57
91%
37
86%
34
89%
33
85%
10
53%
14
Red = Intensive
Accuracy below 97%
Accuracy
1
4
! High
Mark
Jasmine
Darius
Shalonda
Zyambra
Junior
Taylor
Archie
Devin
Harry
Four Groups
Accuracy 97% or higher
WCPM
1
Why are they
128
1inaccurate?
Janay
ORF
WCPM
Accuracy
93%
119
95%
2WCPM
Tyvonabove benchmark.
97%.
3Accuracy
Thomas under 106
Edward
91
94%
5
Dejay
91
95%
Why
are they 84
92%
6 Chris
inaccurate and slow?
78
95%
7 Mark
WCPM
below benchmark.
70
91%
8 Shalonda
90%
10
Junior
57
91%
3
97%
99%
11
Taylor
37
86%
5
Monay 97% or
89 higher.
97%
Accuracy
12
Archie
34
89%
6
Jasmine
75
97%
13
Devin
33
85%
7
Darius
73
97%
14
Harry
10
53%
(c) Really Great Reading Company 2006
3
94%
4
Accuracy
under 97%.
63
9 Zyambra
WCPM above
benchmark
Diagnosing Reading
Weaknesses
WCPM below
benchmark
4
15
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4
Reading Is a Complex Task: We Need
to Diagnose the Specific Weakness
!
A number of studies have shown that the two most important
components of reading abilities are the abilities to:
1.
2.
!
A Simplification:
Four Major Factors in Reading
Comprehension
accurately read words out of context
understand oral language.
Vocabulary
Decoding*
These studies also show that both of the above abilities are
dependent on many other skills.
y
nc
e
Flu
* The ability to read a word accurately or nearly
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accurately, based on the letters in the(c)word,
Really Great Reading Company 2006
whether it is familiar or not.
Decoding Is Essential for Reading
Comprehension at All Ages
!
If Students Have Strong Decoding
Abilities:
Assess decoding abilities first.
"
!
If students cannot decode well and easily, reading
fluency and comprehension will be hindered even if the
students have strong vocabularies and comprehension
abilities.
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19
Identify other weaknesses such as language,
vocabulary, comprehension strategies, etc.
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5
Students Need to Read Words in Isolation in
Order to Identify Decoding Weaknesses
!
Reading carefully selected real and nonsense words
in isolation is an efficient diagnostic assessment.
!
Examine error patterns to determine the specific
confusions and the depth of the weaknesses.
Diagnostic Decoding Surveys
Form A
Your Complimentary Version
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(c) Really Great Reading Company 2006
Complimentary Version
USER’S GUIDE
Diagnostic Decoding Surveys
Diagnostic Decoding Surveys – Form A
!
Form A
"
Your complimentary set of Diagnostic Decoding Surveys
includes:
"
"
"
"
The USER’S GUIDE includes:
"
Complimentary Version
!
"
Form A - Beginning and Advanced Decoding Surveys
Summary Directions for Administration and Scoring
Blank Recording Forms
Student Pages
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!
To order the User’s Guide, go to:
"
23
Seven forms of the Surveys (A-G)
to use for progress monitoring
Detailed instructions for
administering and scoring the
Surveys
Information about interpreting the
results
www.DecodingSurveys.com
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6
Beginning Decoding Skills
Beginning Decoding Survey
!
Beginning decoding skills include the ability to read
words with:
"
"
"
!
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The Beginning Decoding Survey also includes high
frequency words that do not have short vowels.
25
Beginning Decoding Survey
50 Very Easy
One-Syllable Words
short vowels
digraphs
blends.
Administering and Scoring
The Beginning Decoding Survey
Words and Sentences to Read
26
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Student Page
Words and Sentences to Read
(Summary directions are in your Complimentary Version.)
5 high frequency words
Administering the Survey:
5 real words with short vowels & 3 letters
1. Ask the student to read the words and sentences
on the Student Page.
2. Use the Recording Form to record student’s
responses:
5 real words with short vowels & 4 letters
(digraphs)
5 real words with short vowels & 4 letters
(blends)
• Put a check by words the student reads correctly.
• Write exactly what the student says when reading a
word incorrectly.
22 one-syllable words in sentences:
short vowels & high frequency words
Recording Form
Scoring the Survey:
8 nonsense words with short vowels
1. Total the number of words read correctly.
• 4 with 3 letters
2. Complete the Error Grid by marking all columns that
describe the student’s error when reading a word.
• 4 with 4 letters (digraphs)
3. Total the marks in each error column.
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7
Error Types
Error types are listed at the top and
bottom of the columns on the Error Grid.
Digraphs and Blends
Digraphs are two letters that spell one sound.
No Try – Mark only when a student does not attempt to read a
word.
"
Sight Word – Mark when a student misreads a sight word.
Sound Added or Omitted – Mark when a student attempts
to read a word, but adds or omits a sound. This is a “guesser”
column because students only add or omit sounds when they
are guessing.
Initial Consonant – Mark when a student misreads or omits
the initial consonant.
Final Consonant – Mark when a student misreads or omits
the final consonant. This is a guesser column because
students who are confused by the vowel often guess at the
final consonant sounds.
Common consonant digraphs on the Surveys:
! sh – s h e
! ch – c h a p
! wh – w h i p
! th – t h e n or t h u m b
! ck – b a c k
Blends are two consonant letters together, each with its own sound.
"
Short Vowel – Mark when a student misreads a short vowel.
Consonant Digraph & qu – Mark when a student misreads
or omits a digraph or qu.
Blend – Mark when a student misreads or omits reading any
part of a blend.
A few blends on the Surveys are:
! st - m u s t, s t o p
! tr – t r a p
! nd – b a n d
! br – b r a t
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Donald’s
Beginning
Decoding
Survey
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30
What Do We Know about Donald?
!
Strengths
"
"
Handout #1
!
Mark the Error Grid
after the student
completes reading
the words and
sentences.
Weaknesses
"
"
"
40
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31
He reads beginning and ending consonants, blends, and
digraphs well.
He reads real words quite accurately. (Missed one vowel:
read reach for rich.)
Short vowels are his most basic difficulty.
He guesses when he reads even very simple sentences.
His lack of ability to read nonsense words tells us he does
not understand basic letter-sound correspondences,
especially with vowels.
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8
Scoring Rules – Single Decodable Words
Scoring Rules – Single High Frequency Words
them
SC
!
!
Check (") words read correctly.
!
Write NT (for no try) if the student does not attempt the word.
!
"
"
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"
When a student does not attempt to read a word, prompt the student
once to try to read the word.
"
"
Self-corrections count as errors when totally number of Words Read Correctly.
Mark all errors in the misread words, even if the student self-corrects.
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If the student still doesn’t read the word, mark a NT for “no try” and score
as a no try.
If the student attempts to read the word, do not mark a NT and score as if
that is the student’s first response.
34
Scoring Rules – Sentences (Decodable Words)
Scoring Rules – Prompt Once if the Student
Does Not Attempt to Say the word
!
Put X’s in all applicable boxes on the Error Grid. (These boxes have X’s because the student
Write SC if the student self-corrects.
"
Self-corrections count as errors.
Put an x in the “Sight Word” box on the grid.
"
Put an X in the “No Try” box on the Error Grid. (No X is in the Sound Added/Omitted box
because that column is for Sounds Added & Omitted within a word.)
did not read any part of the word.)
!
Write SC if the student self-corrects.
If the student responds twice, write both responses.
Put X’s in Error Grid boxes for all errors in both words.
Write NT (for no try) if the student does not attempt the word.
"
Put an x in the “Sight Word” box on the grid, and do not put x’s in any other boxes.
If the student responds twice, write both responses and put one x in the “Sight Word”
box on the grid.
"
!
"
If student misreads a word, write the response.
"
Check (") words read correctly.
If students misread words, write all responses.
"
Put x’s in both the “No Try” and the “Sight Word” boxes on the grid.
"
!
!
!
Put a check (") above words read correctly.
!
If the student misreads the word, put a slash through the word and write
what the student says above the word.
!
If the student omits the word, put a slash through the word.
"
Put an X in the “No Try” box on the Error Grid.
"
Put X’s in all applicable boxes on the Error Grid. (These boxes have x’s because the student did
(No X goes in the Sounds Added/Omitted box
because that column is for sounds added & omitted within a word.)
not read any part of the word.)
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9
Other Scoring Rules
Scoring Rules – Sentences (Sight Words)
!
!
NOTE – Sight Words are in italics on the Recording Form.
!
If the student misreads a Sight Word in italics, put a slash through
the word and write what the student says
"
!
Mark an X in the “Sight Word” box on the Error Grid.
Mark errors in all words a student reads incorrectly.
!
One error can cause more than one box on the grid to be marked.
"
!
put X’s in both the “No Try” and the “Sight Word” boxes on the Error Grid.
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Observations
If a student reads the word correctly, then reads it incorrectly, put a check (") by the
word, then write what the student says when he/she misreads.
!
If the student omits a Sight Word, put a slash through the word
"
Gray boxes on the grid are not applicable for scoring.
"
!
brag read as rag warrants x’s in 3 boxes: “Sounds Added/Omitted” & “Initial Consonants” & “Blends”
Digraphs do not count as initial or final consonants.
A missed digraph is marked in the digraph column.
When totaling the number correct, each word missed counts as one error – regardless of
the number of times the student attempted the word.
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Ben – Can you plan instruction based on
Ben’s scores, without looking at the
specific errors he made?
Work with a partner to identify Ben’s decoding weaknesses and
to determine what Ben’s intervention instruction will include.
!
Certain characteristics that might be observed as the student reads
are listed in the Observation section in the upper right hand corner
of the Error Grid.
!
Check a box if you observe any of the characteristics.
"
Write your findings in the empty space on the slide in your
handout package.
For b/d or b/p errors, put a check every time you notice the error, which may
indicate the severity of the issue.
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10
Appropriate Ages for the
Beginning Decoding Survey
!
Beginning Decoding Surveys are appropriate
from the middle of first grade on.
!
For all students, ALWAYS start with the
Beginning Decoding Survey
"
"
Beginning Decoding Surveys
Benchmark Scores
Short vowels are a problem for many students of all
ages who do not read proficiently.
The Beginning Decoding Survey will identify almost
all short vowel difficulties.
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Students with scores lower than benchmark are likely to need intervention to
become strong decoders.
41
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42
USE THE INFORMATION TO TEACH
Every Error Is a Clue to What to Teach
!
You can note errors in everyday reading using the
same method.
!
This will help you create lessons that teach and
practice what the student needs to learn.
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Advanced Decoding Survey
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11
Advanced Decoding Skills
!
Advanced decoding skills include the ability to read words
with:
"
"
"
!
Advanced Decoding Skills
!
Multi-syllable words: 5 nonsense and 5 real
"
long vowel spellings
other vowel spellings (any vowel that is not a long or short vowel)
words with more than one syllable.
No error correction marked.
The Advanced Decoding Survey has an “Advanced Vowel”
column to mark when the student misreads an advanced
vowel.
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Trigraphs and 3-Sound Blends
Scoring the Advanced Decoding Survey
Trigraphs are three letters that spell one sound.
!
"
Two consonant trigraphs on the Surveys:
!
!
Single Syllable Words
"
tch – m a t c h
dge – r i d g e
!
Multi-Syllable Words
"
3-sound blends are three consonant letters together, each
with its own sound.
"
Mark just like the Beginning Decoding Survey.
"
Do not analyze errors.
Mark an X in the box if the student did not read the
word correctly.
The only 3-sound blend on the Surveys is:
!
str – s t r e e t
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48
12
Advanced Decoding Survey
When to Use the
Advanced Decoding Survey
30 Harder Words
8 nonsense words with short vowels
12 nonsense words with advanced vowels
!
Administer the Advanced Decoding Survey beginning in the
middle of second grade.
!
Always give every student the Beginning Decoding Survey
before giving the Advanced Decoding Survey.
!
Looking at scores from both the Beginning and Advanced
Decoding Surveys will allow you to group students with
similar needs for decoding instruction.
4 nonsense words with long vowels
4 nonsense words with other vowels
3 nonsense words with r-controlled vowels
10 multi-syllable words
5 nonsense multi-syllable words
5 real multi-syllable words
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Jenny – Handout #3
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Advanced Decoding Surveys
Practice Scoring the Advanced Decoding Survey
Benchmark Scores
!
!
Jenny’s responses are filled in.
You will:
"
"
"
total the number correct
mark the errors on the Error Grid
total the marks in each column.
Students with scores lower than benchmark are likely to need intervention to
become strong decoders.
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13
3rd grade student reading grade-level passages
Why Oral Reading Fluency Error
Analysis Is Inadequate for
Determining Decoding Weaknesses
The Field Trip
Last week our teacher said we were going on a field trip to
13
the fish hatchery. She gave us permission letters to take home to
25
- 6 errors
be signed by our parents before we could go. She encouraged us
37
36 WCPM
a fishing
to ask our parents if they would like to come along. We needed
50
some parents to help provide transportation. Everyone was
58
supposed to bring a snack and a sack lunch.
67
Getting E-mail
At our house, the mail carrier isn’t the only one who brings
A 3rd Grade Student
12
us messages. Our computer also brings mail. Our family has an
23
E-mail address. All we have to do is turn on the computer and get 37
on the Internet. Our computer tells us if we have new mail.
49
E-mail is much faster than regular letters. If I send a regular
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ORF benchmark = 92
53
Based on oral reading fluency error
analysis, what instructional
recommendations would you make for
this student?
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61
42 attempted
86% accuracy
56 attempted
- 1 error
55 WCPM
98% accuracy
below 66 = at risk
54
3rd grade student’s
Beginning
Decoding Survey
The student is a
guesser:
• 8 sounds added or
omitted
• 7 final consonant errors
The student has short
vowel and blend
weaknesses
• 9 short vowel errors
• 4 blend errors
2
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14
3rd grade student’s
Advanced
Decoding Survey
Using Screening and
Diagnostic Data
to Group Students
Notice that all 4 words
with long vowels are
misread, but all 8 words
with other vowels and rcontrolled vowels are
read correctly. The
student was studying
other vowels and rcontrolled vowels at
school.
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Green = Benchmark
Students Assessed with the Diagnostic Decoding
Surveys Fall into 7 Instructional Categories
1
3. Need mild decoding help (40 lessons in groups of 12 maximum)
4. Need moderate decoding help (40 lessons in groups of 8 maximum)
Midora
206
99%
2
Justin
204
97%
3
Caitlin
172
99%
2
7. Scores extremely low, need further diagnostic testing.
59
WCPM
Nigel & Accuracy
152
99%
above
benchmark.
Kammie
146
99%
Jordan
140
99%
8
Morisha
136
100%
Colby
130
100%
10
Keondra
115
99%
11
Ivonn
110
98%
Colin
104
99%
2
groups of 1-3)
No
Help Needed
Lamar
169
99%
7
1
6. Have severe reading difficulties (teach until skills are mastered,
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6
9
5. Need significant decoding help (80 lessons in groups of 6 maximum)
Accuracy below 97%
Accuracy
1
5
Why
Linseyare they96slow?
97%
Devon below 96
WCPM
Timothy
92
4 benchmark.
Red = Intensive
Four Groups
ORF
WCPM
4
2. Need help improving rate, read and decode accurately
Yellow = Strategic
Accuracy 97% or higher
1. Need no help reading accurately and fluently
58
Why are they
128
1inaccurate?
Janay
ORF
WCPM
Accuracy
93%
119
95%
2WCPM
Tyvonabove benchmark.
97%.
3Accuracy
Thomas under 106
Edward
91
94%
5
Dejay
91
95%
Why
are they 84
92%
6 Chris
inaccurate and slow?
78
95%
7 Mark
WCPM
below benchmark.
70
91%
8 Shalonda
90%
10
Junior
57
91%
3
97%
99%
11
Taylor
37
86%
5
Monay 97% or
89 higher.
97%
Accuracy
12
Archie
34
89%
6
Jasmine
75
97%
13
Devin
33
85%
7
Darius
73
97%
14
Harry
10
53%
(c) Really Great Reading Company 2006
3
94%
4
Accuracy
under 97%.
63
9 Zyambra
WCPM above
benchmark
WCPM below
benchmark
4
60
15
We Need More Information about WHY the
Students in Groups #2, #3 & #4 Are Not
Reading with Enough Accuracy or Speed
!
First, we checked decoding.
• If decoding is strong, the students
may need fluency practice,
vocabulary instruction, or
comprehension strategies.
61
Slow readers can be accurate or inaccurate.
!
Slow, inaccurate readers almost always have difficulty with
decoding.
!
"
Short Vowels
50
The BDS
andORF
Monay
"
"
(c) Really Great Reading Company 2006
Student
RGRare
Beginning
scores
quiteSurvey
Timothy
different. Timothy misread
have
Namesimilar WCPM
and
104 one
99% word
45 and Monay
2
4
Colin accuracy
misread
percentage
96scores.
97%
487 words.
1
Lindsey
WCPM
1
2
Taking time to figure out the word based on context because decoding
skills are weak.
Lack of vocabulary, which means the student has to sound out many
words.
Slow processing.
Accuracy
1
Colin
104
99%
2
Linsey
96
97%
3
Devon
96
97%
4
Timothy
92
99%
5
Monay
89
97%
6
Jasmine
75
97%
7
Darius
73
97%
62
Why Are these Students
Reading with WCPM
below Benchmark?
#2
WCPM below Benchmark
Accuracy Rate = 97%+
Slow, but accurate, reading may be caused by:
WCPM
(c) Really Great Reading Company 2006
Slow Readers Don’t Always
Need Fluency Instruction
!
ORF
WCPM below
Benchmark
Accuracy above 97%
• We will look at decoding scores to
determine if decoding weaknesses
are the problem.
We used the Decoding Surveys to determine our grouping for
students in #2, #3, & #4 who have decoding difficulties.
(c) Really Great Reading Company 2006
#2
WCPM = Below Benchmark
Accuracy Rate = 97% +
• The question we need to answer is,
“Why are these students reading
more slowly than we would
expect?”
Even with WCPM and Accuracy Percentage scores, we
couldn’t determine why students are having difficulties.
"
!
These Students Read with Strong Accuracy, but
They Do Not Meet WCPM Benchmark
Accuracy
#
correct
3
Devon
96
97%
45
4
Timothy
92
99%
49
5
Monay
89
97%
43
6
Jasmine
75
97%
7
Darius
73
97%
No
Triy
sight
Omitted,
etc.
Cnsnt
3
Sht
Vwls
Multi-syllable
Advanced Vowels
Digraphs
RGR Advanced
Survey
ADS 30
scores
are
The
strikingly different. Timothy
misread 413words
2 and Monay
1
8
misread 20
18 words.
1
1
3
Digr
Blend
#
correct
Sht
Vwls
Digr
2
1
15
1
1
26
1
4
2
10
1
3
42
2
6
2
8
3
1
45
2
2
19
1
1
Blend
3
1
Advanced
Vowels
Multi
-syll
7
8
6
8
1
2
3
8
6
8
5
5
Timothy does not need decoding help. He is in the instructional level that does not
have decoding difficulties, but he may need fluency practice and / or vocabulary
instruction to improve his reading rate.
63
Monay needs moderate decoding help because of her difficulties with vowels,
(c) Really Great Reading Company 2006
digraphs, and multi-syllable words.
64
16
#2
WCPM below
Benchmark
Accuracy Rate = 97%+
Why is Lindsey Reading
More Slowly than
Benchmark?
Short Vowels
ORF
50
Student
Name
WCPM
Accuracy
#
correct
sight
Omitted,
etc.
30
Cnsnt
1
Colin
104
99%
45
2
2
Lindsey
96
97%
48
1
3
Devon
96
97%
45
3
4
Timothy
92
99%
49
5
Monay
89
97%
43
6
Jasmine
75
97%
7
Darius
73
97%
Sht
Vwls
Digr
Blend
4
Multi-syllable
ORF
Sht
Vwls
13
2
18
1
3
Digr
Blend
1
1
2
1
15
1
1
26
1
4
2
10
1
3
42
2
6
2
8
3
1
45
2
2
19
1
1
1
Accuracy
#
correct
1
Colin
104
99%
45
2
8
2
Lindsey
96
97%
48
1
6
8
3
Devon
96
97%
45
3
1
2
4
Timothy
92
99%
49
3
8
5
Monay
89
97%
43
6
8
6
Jasmine
75
97%
5
5
7
Darius
73
97%
8
7
3
Beginning Decoding Survey
Student
Name
Cons
Errors
Short
Vowel
Errors
Total
Correct
(30)
65
Short
Vowel
Errors
Digraph
Errors
Advanced
92
99%
49
0
1
1
26
0
0
Vowel
Errors
MultiSyllable
Errors
1
2
Instructional Level 3 - MILD DECODING HELP NEEDED
Lindsey
96
97%
48
1
0
0
18
3
0
6
8
Darius
73
97%
45
2
2
0
19
1
1
5
5
Devon
96
97%
45
3
2
1
15
3
0
6
8
Instructional Level 4 - MODERATE DECODING HELP NEEDED
Colin
104
99%
45
2
4
0
13
2
0
8
7
Monay
89
97%
43
1
4
2
10
1
3
3
8
5
3
7
8
Instructional Level 5 - SIGNIFICANT DECODING HELP NEEDED
Jasmine
75
97%
42
2
6
2
8
(c) Really Great Reading Company 2006
Omitted,
etc.
Cnsnt
Sht
Vwls
Digr
Blend
4
RGR Advanced Survey
#
correct
Sht
Vwls
13
2
18
1
3
Digr
Blend
1
1
2
1
15
1
1
26
1
4
2
10
1
3
42
2
6
2
8
5
2
45
2
2
19
1
1
1
Advanced
Vowels
Multisyll
8
7
3
8
6
8
1
2
3
8
6
8
5
5
These Students Meet WCPM Benchmark,
But Have Accuracy Lower than 97%
Instructional Level 2 - NO DECODING HELP NEEDED / possibly needs fluency help
Timothy
sight
Colin is in the instructional level with moderate decoding weaknesses because
of difficulties with all kinds of vowels and multi-syllable words. -- He is an
example of a student who successfully relies on context, as opposed to strong
66
(c) Really Great Reading Company 2006
decoding skills, when reading.
Advanced Decoding Survey
Digraph
Errors
It’s vowels
Some very intelligent students overcome decoding deficiencies when they read
in context.
Instructional Implications – Group #2
Total
Correct
(50)
No
Triy
And multisyllabic words!!
ALARM!!!
30
RGR Beginning Survey
WCPM
Multisyll
(c) Really Great Reading Company 2006
%
50
Name
Advanced
Vowels
This is a rare pattern. Most students show some weakness with short vowels.
ORF
#2
WCPM below Benchmark
Accuracy Rate = 97%+
Deceptive Scores
Student
RGR Advanced Survey
#
correct
Lindsey is in the instructional level with mild decoding weaknesses because she
reads words with short vowels well, but needs help with advanced vowels and
multi-syllable words.
WCPM
Looks pretty
darn good!!
Advanced Vowels
Digraphs
RGR Beginning Survey
No
Triy
Uh Oh
Unexpectedly
low!!
67
• The question we need to
answer is, “Why are these
students reading less
accurately than we would
expect?”
• We will look at decoding scores
to determine if decoding
weaknesses are the problem.
# 3.
Meet WCPM Benchmark
Accuracy Rate Lower than 97%
WCPM below
Benchmark
Accuracy above 97%
ORF
WCPM
Accuracy
1
Janay
128
93%
2
Tyvon
119
95%
3
Thomas
106
94%
• If decoding is strong, the
students may need fluency
practice, vocabulary instruction,
or comprehension strategies.
(c) Really Great Reading Company 2006
68
17
Student
WCPM
Accuracy
#
correct
1
Janay
128
93%
47
2
Tyvon
119
95%
45
3
Thomas
106
94%
40
Name
Beginning Decoding Survey
ORF
WCPM
50
ORF
Instructional Implications –
Groups #3
Why is their accuracy low?
Group # 3
Meet WCPM Benchmark
Accuracy Rate = lower than 97%
30
RGR Beginning Survey
No
Triy
sight
Omitted,
etc.
Cnsnt
Sht
Vwls
2
1
2
3
2
Digr
2
1
5
2
Blend
1
Short Vowels
are an obvious
problem
RGR Advanced Survey
#
correct
Sht
Vwls
18
2
16
3
2
3
4
14
1
1
6
7
Digr
Blend
Advanced Vowels
are an obvious
problem
Advanced
Vowels
Multisyll
9
4
%
Name
Total
Correct
(50)
Cons
Errors
Short
Vowel
Errors
Advanced Decoding Survey
Digraph
Errors
Total
Correct
(30)
Short
Vowel
Errors
Digraph
Errors
Advanced
Vowel
Errors
MultiSyllable
Errors
Instructional Level 3 - MILD DECODING HELP NEEDED
Multi-syllable
words are an
obvious problem
Janay
128
93%
47
1
2
o
18
2
0
9
4
Tyvon
119
95%
45
0
2
1
16
3
2
3
4
14
1
1
6
7
Instructional Level 4 - MODERATE DECODING HELP NEEDED
Thomas
106
94%
41
2
4
4
Janay and Tyvon are in the instructional level with mild decoding difficulties
because of difficulties with vowels and multi-syllable words.
Thomas is in the instructional level with moderate decoding difficulties because
of more significant difficulties with short vowels and multi-syllabic words. -Thomas is another example of a student who relies on context, as opposed to
strong decoding skills, when(c)reading.
69
Really Great Reading Company 2006
Instructional Implications – Groups #2 & 3
Beginning Decoding Survey
ORF
Name
WCPM
%
Total
Correct
(50)
Cons
Errors
Short
Vowel
Errors
Group # 4
Digraph
Errors
Short
Vowel
Errors
Digraph
Errors
Advanced
Vowel
Errors
MultiSyllable
Errors
ORF
Instructional Level 2 - NO DECODING HELP NEEDED / possibly needs fluency help
Timothy
92
99%
49
0
1
1
26
0
0
1
Name
2
Instructional Level 3 – MILD DECODING HELP NEEDED
50
Digraphs are
another obvious
problem
Short Vowels
are on obvious
problem
Did not meet WCPM Benchmark
Accuracy Rate = lower than 97%
Advanced Decoding Survey
Total
Correct
(30)
70
(c) Really Great Reading Company 2006
30
RGR Beginning Survey
WCPM
Accuracy
#
correct
No
Triy
sight
Omitted,
etc.
Cnsnt
Sht
Vwls
Digr
4
3
4
2
4
5
4
1
4
Edward
91
94%
43
1
2
5
Dejay
91
95%
41
1
1
6
Chris
84
92%
39
RGR Advanced Survey
#
correct
Sht
Vwls
Digr
Advanced
Vowels
Multisyll
20
2
2
4
2
1
17
1
2
1
6
2
7
2
1
9
9
4
4
5
8
9
Blend
Blend
Janay
128
93%
47
1
2
o
18
2
0
9
4
Tyvon
119
95%
45
0
2
1
16
3
2
3
4
7
Mark
78
95%
43
2
2
2
3
15
1
1
Lindsey
96
97%
48
1
0
0
18
3
0
6
8
8
Shalonda
70
91%
38
6
3
5
1
14
2
1
Darius
73
97%
45
2
2
0
19
1
1
5
5
9
Zyambra
63
90%
35
1
4
9
4
10
6
2
5
8
10
Junior
57
91%
40
2
7
1
12
4
1
6
7
11
Taylor
37
86%
44
1
4
2
13
3
2
6
10
12
Archie
34
89%
40
1
2
6
2
16
3
1
1
5
9
13
Devin
33
85%
35
1
7
6
3
9
3
1
1
8
8
14
Harry
10
53%
2/14
2
4
2
2
Devon
96
97%
45
3
2
1
15
3
0
6
Instructional Level 4 - MODERATE DECODING HELP NEEDED
Thomas
106
94%
41
2
4
4
14
1
1
6
7
Colin
104
99%
45
2
4
0
13
2
0
8
7
Monay
89
97%
43
1
4
2
10
1
3
3
8
5
3
7
Instructional Level 5 - SIGNIFICANT DECODING HELP NEEDED
Jasmine
75
97%
42
2006
2(c) Really Great
6 Reading Company
2
8
71
8
1
1
4
3
1
1
dnd
These students are missing the most basic phonics and
72
Really Great Reading Company 2006
word attack skills. They(c) are
also missing more advanced skills.
18
Instructional Implications – Group #4
Beginning Decoding Survey
ORF
WC
PM
%
Name
Total
Correct
(50)
Cons
Errors
Short
Vowel
Errors
Advanced Decoding Survey
Digraph
Errors
Total
Correct
(30)
Short
Vowel
Errors
Digraph
Errors
Advanced
Vowel
Errors
MultiSyllable
Errors
Instructional Level 4 - MODERATE DECODING HELP NEEDED
Edward
91
94%
43
4
3
4
20
2
2
4
2
Dejay
91
95%
41
0
2
4
17
1
2
1
6
Mark
78
95%
43
2
2
3
16
1
1
5
4
Instructional Level 5 - SIGNIFICANT DECODING HELP NEEDED
Chris
84
92%
39
5
4
1
7
2
1
9
9
Sholanda
70
91%
38
3
5
1
14
2
1
5
8
Junior
57
91%
40
2
7
1
12
4
1
6
7
Instructional Level 6 – SEVERE READING DIFFICULTIES
Zyambra
63
90%
35
4
9
4
10
6
2
5
9
Taylor
37
86%
44
1
4
2
13
3
2
6
10
Archie
34
89%
40
2
6
2
16
3
1
5
9
Devin
33
85%
35
1
7
3
9
3
1
8
8
Instructional Level 7 – SCORES VERY LOW – RECOMMEND FURTHER TESTING
Harry
10
53%
2/14
(c) Really Great Reading Company 2006
Discontinued
73
Did not administer Advanced Decoding Survey
Outcome: 32 Students Break Into 7
Instructional Levels for Grouping
1. Need no help reading accurately and fluently - 11 (34%)
2. Need help improving rate, read and decode accurately - 1 (3%)
3. Mild decoding weaknesses - 5 (16%)
4. Moderate decoding weaknesses - 6 (19%)
5. Significant decoding weaknesses - 4 (13%)
6. Severe reading difficulties - 4 (13%)
7. Scores extremely low - need further diagnostic testing - 1 (3%)
(c) Really Great Reading Company 2006
74
19
Handout #3
Handout #2 - Ben
Student
Grade
BEGINNING
Date
Error Grid
Examiner
No Try
Digraphs &
Short Vowels
CVC Words
Sight Words
Real Words
Blends &
Short Vowels
D
A
RECORDING FORM
DECODING SURVEY
Sight
Word
Observations
Check the appropriate boxes:
Reads sound by sound,
then blends word
Possible b/d or b/p reversal
Quick to
guess
Slow
1
see
2
one
3
they
4
you
5
are
6
rag
NA
7
lid
NA
8
dot
NA
9
hum
NA
10
bet
NA
11
rich
NA
12
shop
NA
13
tack
NA
14
quit
NA
15
moth
NA
16
dust
NA
NA
17
step
NA
NA
18
trip
NA
NA
19
pond
NA
NA
20
brag
NA
NA
Sound
Consonant
Added or
Initial
Final
Omitted
Short
Vowel
Consonant
Digraph:
ch, sh, ck,
wh, th
Letters qu
NA
NA
NA
NA
NA
Blend
Sentences (irregularly spelled sight words are in italics)
The
cat
27–35
The
fresh
36–42
Six
Digraphs
CVC
21–26
flat
hid
fish
shells
in
a
is
box.
still
the
on
were in my
Nonsense Words
wet
NA
grass.
bath.
43
vop
NA
NA
NA
44
yud
NA
NA
NA
45
zin
NA
NA
NA
46
keb
NA
NA
NA
47
shap
NA
NA
NA
48
thid
NA
NA
NA
49
chut
NA
NA
NA
50
weck
NA
Words Read Correctly
(out of 50 total)
NA
NA
Error Column Totals
No Try
126
NA
Sound
Initial Final
Sight
Added or
Word
Omitted Consonant
Short
Vowel
Digraph &
Letters qu
®
© Really
Great Reading
, 2008.
For educational
use only
by non-profitpurposes
organizations.
v7Great
8-04-08
Permission
granted
to purchaser
of User’s
Guide to copy
for assessment
only. Not to be distributed or used for
© profit.
2008, Draft
Really
Reading ®
Blend
5
Donald’s
Beginning
Decoding
Survey
Handout #1
Mark the Error Grid
after the student
completes reading
the words and
sentences.
40
(c) Really Great Reading Company 2006
1