th Edition Alexis Saperstein and Mary S tewart Anderson EDSP 5311 Diagnostic and Prescriptive Teaching of Exceptional Children Dr Reed Houston Baptist University Outline History Description of the Test ID: 491145
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Slide1
Gray Oral Reading Test 5th Edition
Alexis Saperstein and Mary
S
tewart Anderson
EDSP 5311: Diagnostic and Prescriptive Teaching of Exceptional Children
Dr. Reed
Houston Baptist UniversitySlide2
Outline
History
Description of the Test
PurposeRelevant PopulationAdministration and ScoringRecording and InterpretingNormative InformationReliabilityValidityExperiences with TestTakeawaysSlide3
History
Developed by Dr. Willian S. Gray in 1960 (he died)
First published in 1963 after being completed by Dr. Helen Robinson
5th edition published in 2012 by Pearson/PsychcorpAuthors: J. Lee Wiederholt and Brian R. BryantSlide4
Description of the Test
Consists of examiners manual, student book (form A and form B) that is read aloud.
Form A examiner record booklet (25 come in a set)
Form B examiner record booklet (25 come in a set)Slide5
Purpose of the Test
Used to help identify students who are significantly behind in reading and determine the degree.
Determine oral reading strengths and weaknesses (between rate, accuracy, fluency, and comprehension.
Monitor student progress in reading interventionConduct researchSlide6
Relevant Population
Any student age 6 to 23 and 11 monthsSlide7
Administration and Scoring
Testing time is about 15 – 45 minutes
Entry point is determined by grade level
Grades 1-3: story 1
Grades 4-5: story 3
Grade 6-9: story 4
Grades 10-11: story 5
12-postsecondary: story 6
Student reads the story while the examiner times passage and marks reading errors
Administrator asks the student comprehension questions
The time and accuracy of reading and correctly answered questions are recordedSlide8
Recording and Interpreting
Information is recorded in the booklet
in
identifying information, GORT-5 scores, performance summary, corresponding descriptive terms, GORT-5 miscues, summary of other reading behaviors, prosody, and record of performance. GORT-5 Scores:Rate Score – time (in seconds) in which the student reads the passage; corresponds with a score numberAccuracy Score – deviations from print (number of misread words); corresponds with a score numberFluency Score – Rate Score + Accuracy Score
Comprehension Score – number of correctly answered questions about the story (out of 5)
All are totaled which become the raw totals that other areas of the performance summary are based onSlide9
Recording and Interpreting cont’d
Performance Summary:
Raw totals from rate, accuracy, fluency, and comprehension are compared to charts detailing the age equivalent, grade equivalent, percentile rank, and scaled scores.
Scaled scores are totaled as a Sum of Scaled Scores. This is then compared to a chart that details Oral reading Percentile Rank and Oral Reading Index (ORI)Scaled and index scores correlate to descriptive terms: very poor, poor, below average, average, above average, superior, and very superiorGORT-5 Miscues:25 miscues (self-correction and substitution) are analyzed according to five categories: Meaning Similarity, Function Similarity, Graphic/Phonemic Similarity, Multiple Sources, and Self-Correction.
Each category is totaled and a percentage is determinedSlide10
Recording and Interpreting cont’d
Summary of Other Reading Behaviors
Substitutions, omissions, mispronunciations, additions, reversal, and hesitations are totaled
Other observations such as posture, word-by-word reading, and poor enunciation are checked off if exhibited.
Prosody
The student is rated from 1 – 4 (1 being little/no attempt, 4 being consistently appropriate) on expression, volume, phrasing, smoothness, and pacing Slide11
Normative Information
The GORT-5 was normed on a sample of 2,556 students in 33 states.
Collection of a normative sample that is representative of the nation as a whole with regard to geographic region, gender, race, Hispanic status, parents’ educational attainment, household income, and exceptionality status (as compared with those reported by the US Bureau of the Census for school-age and post-secondary populations)Slide12
Reliability
Standard Error of Measurement (SEM):
Rate, Accuracy, Fluency, Comprehension = 1
Oral Reading Index = ranges from 2 to 4, so averaged to 3Alternate FormsThe averaged correlation coefficients for Rate, Accuracy, Fluency, and Comprehension exceed .85.
Test-Retest
Sample of 248 Students ages 6 – 23 who varied widely in reading ability; 566% female, 44% male; 70% white, 22% African American, 4% Asian, 4% mixed or other; 27% Hispanic; 5% with disability/exceptionality; across Texas, New York, north Dakota, California, and Nebraska
The magnitude of the coefficients for the combined sample ranges from .82 to .9 and is large enough to strongly support the idea that the scores on both forms have acceptable test-retest reliability.
InterscorerFour studies were performed in which interscorer agreement:>.99“approach 1.0”“approached 1.0”>.86Slide13
Validity
involves the “systematic examination of the test content to determine whether it covers a representative sample of the behavior domain to be measured” (Anastasi & Urbina, 1997, p. 115).
Scaled scores and index scores were correlated with the scores from 5 reading assessments: Nelson-Denny Reading Test, Reading Observation Scale, Test of Silent Contextual Reading Fluency, Test of Silent Reading Efficiency and Comprehension, and Test of Silent Word Reading Fluency
Correlation coefficients were described as “very large” for fluency, comprehension, rate, and Oral Reading Index and “large” for accuracy.The correlations between the GORT-5 and the Iowa Test of Basic Skills (ITBS) achievement test are reported as “large or very large”, providing evidence of a strong relationship between the GORT-5 and academic achievement.
The GORT-5 exhibited a moderate correlation with the WISC-IV, with the ORI correlated to a large degree.
Intercorrelation
of the GORT-5’s scores had coefficients of .75 (very large) or higher.
The information provided suggests that the GORT-5 is a valid measure of reading ability. Slide14
Testing Sarah by Alexis
Percentile
Rank
Scaled Score
Descriptive Term
Rate
63
11
Average
Accuracy
37
9
Average
Fluency
50
10
Average
Comprehension
50
10
Average
Oral Reading Index
50
100
Average
Sarah made very few errors in the easiest stories, through Story 7 (approximately a 7th grade reading level).
Her errors became far more frequent beginning with Story 9, with her Accuracy score plummeting from a 3 (of a possible 5) on Story 8 to a 1 on Story 9.
The majority of Sarah’s errors were in:
- Syllabication
(aristocrats/
aristoocrats
, legislation/
legistion
, and artisan/art-
i
-sane),
- Spelling
rules for
addingprefixes
/suffixes to words (inhospitable/hospitable, elude, eluded)
- Sound-symbol
(reading domain/
domin
, cautioned/continued, several/serial). Slide15
Recommendations for Sarah
Resources:
Cloze passages to help monitor for meaning when reading
http://mrnussbaum.com/clozemain/
C
ommon rules for syllabication
http://www.sjusd.org/simonds/docs/16_syllable_rules.cwk_(WP)_.pdf
C
ommon root words, prefixes, and suffixes
http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/prefixes_suffixes.pdf
Sarah currently attends school in a fourth grade general education classroom. It is recommended that Sarah stay in her current placement as her scores do not indicate a need
for additional intervention at this time.Slide16
Testing Walker by Mary Stewart
Percentile
Rank
Scaled Score
Descriptive Term
Rate
>99
19
Very
Superior
Accuracy
75
12
Average
Fluency
98
16
Superior
Comprehension
98
16
Superior
Oral Reading Index
98
131
Very
Superior
Walker read quickly and with
confidence, but paid little attention to punctuation.
Walker made 0 – 2 errors in the easiest
stories
, through Story 6.
He made 5 or less errors in stories 7 and 8. His errors greatly increased in stories 9 and up.
100% of Walker’s misread word errors were visually similar to the printed text. 44% of Walker’s miscues demonstrated function similarity to words from the stories (ex: impending/imminent, possible/possibly, this/the, etc
.)
Walker’s reading rate remained consistent throughout testing and never dropped lower than a score of 2.Slide17
Recommendations for Walker
Resources
Explicit
instruction on where accent goes
http://library.neuhaus.org/lessonets/developing-awareness-accent
Reading fluency instruction with a focus on slowing rate – Guided Oral Reading
http://www.readingrockets.org/article/what-guided-oral-reading
Practice following punctuation – correct pausing, etc.
http://www.swsc.org/cms/lib04/MN01000693/Centricity/Domain/91/EI_Phrasing_and_Commas.pdf
Reading
self-correction
instruction
https://readingrecovery.org/images/pdfs/Conferences/NC12/Handouts/Duncan_Sue_Featured_You_Could_Be%20_Right.pdf
Walker currently attends school in a third grade general education classroom. It is recommended that Walker stay in his current placement as his scores do not indicate a need for additional intervention at this time.Slide18
Takeaways
The GORT-5 was easy and quick to use.
The GORT-5 had very simple and basic instructions that were easy to follow and uncomplicated.
We were a little bit confused by the role of the comprehension questions. (How the comprehension affects the score, because it wasn’t factored into ceilings and basals)The test had the feel of a DRA test, but the marking instructions were different. This confused us.
The percentile ranks seemed disproportionate in some ways.
For example, WM scored in the 75
th
percentile in reading accuracy (scoring better than or equal to 75% of his peers in the norm group), but was described as Average.Sarah scored in the 37th percentile rank in accuracy which was also described as average.The GORT-5 was an easy tool, but we prefer others (ex: DIBELS or DRA). Slide19
References
J.L.
Wiederholt
& B. R. Bryant. (2012). Gray Oral Reading Tests – Fifth Edition (GORT-5). Austin, TX: Pro-Ed.