1. A collaborative creation of the RAPP committee: Kendra Belson, Angie Burdue, Karen Burnup, Linda Callahan, Eve Carrington, Carolyn Chalifoux, Heather Franco, Lori Goin, Terri Guitton, Carrie Jessen, Meagan Martin, Myrna Olmo, Kathleen O’Malley, Suzanne Ramsey, Donna Regan, Tracey Schwarz, Kremsa Susla, Chrsitina Welch, Matthew Wiggins, Leigh Wooten, Patti Vickers, Cindy Vines Presented by Christina Welch Pay DRT! Osceola County’s Diagnostic Reading Tool

7. DRT - Overview

15. Reading is a multifaceted skill, gradually acquired over years of instruction and practice. The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) Torgesen, J.K. Meeting the Instructional Needs of Students with Reading Disabilities: Issues in Prevention and Remediation . Presented at meetings of the Council for Exceptional Children, Charleston, South Carolina, January, 2005 BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE PHONEMIC AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION SKILLED READING: fluent execution and coordination of word recognition and text comprehension. LANGUAGE COMPREHENSION WORD RECOGNITION increasingly automatic increasingly strategic

16. Language

19. Listening Comprehension

20. Language Listening Comprehension is . . . understanding the implicit and explicit messages contained in language (SEDL, 2001).

21. Oral language comprehension is a good predictor of reading comprehension. (Carroll, 1977; Ladd, 1970; Stanovich, Cunningham & Freeman, 1984) Listening comprehension is more related to reading ability than intelligence (Aaron, 1991; Durrell & Hayes, 1969; Spring & French, 1990; Wood, Buckhalf &Tomlin, 1988). Language

23. Language

24. Background Knowledge

28. Language

29. Expressive Vocabulary

32. Language

33. Receptive Vocabulary

35. Language

36. Basic Reading Skills

37. Reading Fluency

42. Basic Reading Skills

44. Basic Reading Skills

45. Letter & Word Knowledge

46. Basic Reading Skills

48. Sight Word Fluency

50. Sight Word Accuracy

52. Letter Naming Fluency

54. Letter Naming Accuracy

56. Phonics

58. Basic Reading Skills

59. Basic Reading Skills Phonics is . . . a system that utilizes the sounds of spoken language and the letters and patterns of written language (FLaRE, ). Includes written symbols (letters) and their corresponding sounds (phonemes).

61. Phonemic Decoding Fluency

63. Word Attack

64. Basic Reading Skills Word Attack Using Word Attack skills, students can read unknown words by examining the individual letters and sounds and perhaps making associations with known letters or words (Preventing Reading Difficulties in Young Children).

65. Letter/Sound Knowledge

68. Basic Reading Skills

69. Phonological Awareness

71. Basic Reading Skills Phonological Awareness is . . . The understanding that speech is composed of sub-parts Sentences are comprised of words, words are comprised of syllables, syllables are comprised of onsets and rimes, and can be further broken down to phonemes (SEDL).

72. Basic Reading Skills A strong, positive relationship exists between phonological awareness and reading skills (Adams, 1990; Ehri & Sweet, 1991; Goswami & Bryant, 1992; Mason & Allen, 1986; Mann, 1986; Morais, Mousty & Kolinsky, 1998; Pratt & Brady, 1988; Read, Zhang, Nie & Ding, 1986;Shaywitz, 1996; Snow, Burns & Griffin, 1998, Stahl & Murray, 1994; Sulzby & Teale, 1991; van Kleeck, 1990).

75. Phonemic Awareness

76. Basic Reading Skills Phonemic Awareness is . . . the ability to notice, mentally grab hold of, and manipulate the individual phonemes within speech (Yopp & Yopp, 2000).

78. Syllables

79. Basic Reading Skills Syllables are . . . a unit of spoken language that can be spoken. In English, a syllable can consist of a vowel sound alone or a vowel sound with one or more consonant sounds preceding and following (Preventing Reading Difficulties in Young Children). The division of words into its basic units of pronunciation.

81. Rhyming

82. Basic Reading Skills Rhyming is . . . sharing identical or at least similar medial and final phonemes in the final syllable. Words can rhyme without sharing similar orthography such as ‘suite’ and ‘meet’ (SEDL).

83. Completing a reading assessment

84. Materials you have received Completing a reading assessment

91. DIBELS Additional testing probes and instructions for use are available for free download at http://dibels.uoregon.edu/measures.php Cool Tools Testing materials are available for free download at http://projectcentral.ucf.edu/Free%20Products/Instructional%20Resources/links.html

93. Joe Smith – First Grade DX of ADHD History of Oppositional Bx Group Reading Assessment and Diagnostic Evaluation (GRADE) Reading Comp = 97SS *Negated due to test administration error Completing a reading assessment

100. Completing a reading assessment

102. Completing a reading assessment

104. Completing a reading assessment

106. Completing a reading assessment

107. Completing a reading assessment

121. Future Initiatives