Kilpatrick Ch 6: Assessing Phonological Processing Skills

What is intervention-oriented assessment?

• A way to improve the identification of educational disabilities.

• A way to make better instructional decisions without needing formalized testing.

• A way to assess children by intervening first and then creating hypothe-

  ses based upon their responses to intervention.

• A way to determine why a child is struggling in the first place in order

  to design better intervention plans

What is the issue with subtest reliability that kept coming up in this chapter?

• Individual children routinely show wide ranges of discrepant performances on the same type of subtest from day to day, so subtest results can never be trusted.

• While subtests are reliable in group comparisons because students generally do similarly from one testing of a particular skill to another, occasional variations in this overall pattern decrease confidence in making any important decisions based on a single subtests

• There are too many skills that need to be evaluated for which there is only one subtest available.

• Subtests from IQ tests can be trusted, but those from achievement tests cannot

What is the issue with the traditional way normative performance has been labeled?

• Norms should not be use in the first place

• Traditional labels of "average" or "low average" have represented such a wide range and have not acknowledged that the bottom third of the population struggles in reading to one degree or another.

• Traditional norms have considered even many typical readers and "below average."

• Norms vary so much from test to test that it is hard to tell what is average.

Why should phonological manipulation tasks be included in a reading-related evaluation rather than simply phonological segmentation or blending?

• Manipulation tasks can best assess advanced phonemic awareness.

• Manipulation tasks are easier to administer than the other tasks.

• Manipulation tasks are move fun for the students so they try harder.

• All of the above are reasons to include manipulation tasks.

How can students "cheat" on phonemic manipulation tasks?

• By peeking at the answers on the examiner's answer sheet.

• By speaking with other students who already completed a similar evaluation

• By using a mental spelling strategy rather than phonemic awareness.

• You cannot cheat on phonemic manipulat tasks.

What is the problem with the phonemic awareness tests on the universal screeners?

• They rely on phonemic segmentation.

• They do not assess advanced phonemic awareness.

• They discontinue phonemic awareness assessment after first grade.

• All of the above.

What reason was given to justify assessing rapid automatized nam- ing and working memory, even though these cannot be directly remediated?

• Both predict reading skill development.

• Both predict response to intervention.

• They both take only a few minutes to give

• All of the above are reasons to assess these skills

Given that it is not normed, what benefits are there for giving the Phonological Awareness Screening Test (PAST)

• It correlates more strongly with reading than most commercially available assessments.

• It has a timing element to further assess phonological proficiency.

• It is free

• It has five alternative forms.

• All of the above

Why are the more dedicated phonological awareness tests or batter- ies (CTOPP-2, PAT-2, LAC-3, PAST) recommended over the phono- logical awareness subtests found on achievement batteries (e.g., WJ-IV, KTEA-3)?

• The achievement battery subtests don't use real phonological awareness tasks.

• While the other subtest on achievement batteries are normed, they did not norm the phonological awareness subtests.

• The achievement tests only test segmentation and blending.

• The achievement test merge multiple tasks into one score, which may mask important details about a student's performance.

All of the following are findings from the meta-analysis on WM and STM by Swanson et al. (2009) except which one?

• STM is more closely related to word reading and WM is more closely related to reading comprehension.

• STM and WM are so closely related that an STM subtest can be used to estimate WM

• Digits Forward is an STM task while Digits Reversed is a WM task

• Students with reading difficulties tend to have difficulties with both STM and WM.