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MSHA Spring Conference: Why is an SLP Assessing Reading and Writing?
Adam Scheller, Ph.D.
Disclosures
MSHA Spring Conference
Why is an SLP Assessing
Reading and Writing?
• Dr. Scheller is an employee of Pearson, publisher
of the CELF-5. No other language assessments
will be presented in this presentation.
Adam Scheller, Ph.D.
4/11/2014
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Agenda
Learner Outcomes
• 90 Minutes
–
–
–
–
–
–
Language and Literacy
How does the CELF-5 fit in?
Celf-5 and the Assessment Process
Assessment of Receptive Language
Assessment of Expressive Language
Wrap-up
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1. The participant will be able to cite important
research as it applies to language and literacy.
2. The participants will be able to identify critical
components of written language.
3. The participants will be able to identify the
rational and the major changes in the new
CELF-5 assessing Reading Comprehension and
Written Expression.
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Predicting Literacy Outcomes
Language and Literacy
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MSHA Spring Conference: Why is an SLP Assessing Reading and Writing?
Adam Scheller, Ph.D.
Several Factors Predict Literacy Outcomes
Socio-Economic Status
Socioeconomic status
Oral Language Skill
–
Word Knowledge
–
Grammar and Syntax
–
Listening Comprehension
•
The better the socioeconomic status of a child’s
family, the more likely that child is to be ―ready‖
for school.
•
Family socioeconomic status appears to explain a
substantial portion of the racial and ethnic gaps in
readiness.
Phonological Awareness
–
Rhyming, Syllables,
Onset-Rime, Phonemes
Alphabet Knowledge
Letter-Sound Knowledge
(Rouse, Brooks-Gunn, & McLanahan, 2005)
Working Memory/Executive Functions
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Achievement Gap and Family Income
Vocabulary Development
Children learn word meanings through
conversations with other people.
– They often hear adults repeat words and use new and
interesting words.
– The more they hear, the more word meanings they
learn.
(National Reading Panel Report, 2000)
(Klein & Knitzer, 2007)
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Language and Test Scores by SES
Early Language Development
Averages for measures of parent and child language and test scores
Families
Many children enter school with weaknesses in
early language
13 professional
Measures and
scores
Parent
Pretest score
41
–Children in poverty—heard 250,000 words per year
IQ score at age 3
–Children in homes of professionals—heard 4 million words
per year
Recorded
vocabulary size
Hart & Risley (2002)
Child
23 Workingclass
Parent
6 Welfare
Child
31
117
Parent
Child
14
107
79
2,176
1,116
1,498
749
974
525
Average utterances
per hour
487
310
301
223
176
168
Average different
words per hour
382
297
251
216
167
149
(Hart & Risley, 2002)
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MSHA Spring Conference: Why is an SLP Assessing Reading and Writing?
Adam Scheller, Ph.D.
Language and Literacy
Language is Oral and Written, Receptive and
Expressive
Oral Language
=
Listening
Comprehension
+
Oral Expression
Written Language
=
Reading
Comprehension
+
Written Expression
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Importance of Oral Language
Language and Literacy
If children have been offered fewer
opportunities to hold conversation they may:
Language
Literacy
– have limitations in the grammar they control
– have difficulties comprehending oral and written
language
– have limited control of some of the most common
sentence structures used in storybook English
– be unable to anticipate what may happen next in
sentences
(Gentile, 2003)
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Early development of reading depends critically on
whether the receptive phonological component of the
aural system and the expressive phonological
component of the oral system are developing in an ageappropriate manner.
(Berninger 2007)
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Developing Language Competence
Developing Language Competence
What is the connection between oral and
written language?
a.
Oral language provides the foundation for
the development of reading and writing;
b.
the relationship between oral language and
literacy development is reciprocal in nature,
with interconnections originating in early
childhood;
What is the connection between oral and
written language?
c.
children with speech and language
impairments are at increased risk for
difficulties with early and conventional
literacy development; and
d.
intervention for oral language can positively
influence literacy development, and vice
versa.
ASHA, 2001
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ASHA, 2001
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MSHA Spring Conference: Why is an SLP Assessing Reading and Writing?
Adam Scheller, Ph.D.
Discourse Skills, i.e. Foundation of Literacy
•
Summary of Risk Factors
• Nature of Language Impairment
Discourse Skills
–
participate appropriately in a conversation,
–
tell a story or describe an event (i.e., narrative
discourse),
–
and read and write informative (expository) text.
•
Enable students to share knowledge with each
other and adults.
•
Conversational discourse can provide the
exposure and modeling needed to shift from an
informal language register to a literary or
academic one.
– Widespread language problems greater risk than
isolated language problem
– Vocabulary (receptive and expressive) and grammar
(comprehension and production) predictive of reading
achievement.
• History of Language Impairment
• Associated Risk Factors
– Child Factors (attention, behavior, cognitive)
– Family Factors (LEP, SES, parent education, familial
history of reading difficulties)
(Gentile, 2011)
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(Justice, 2002)
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Assessment Trends
• RTI
How does the CELF-5 fit in?
– SLPs collaborating with classroom teachers, psychologists and
other specialists to identify supports for students having
difficulty meeting curriculum objectives
– Examining the link between oral language and literacy;
increased SLP involvement in RTI activities
– More screening
• But, what about…
– For the assessment of Social Language
– Increasing numbers of students identified with autism or
Asperger’s Syndrome ages 5-21 with social language issues in
both mainstream and special classroom settings.
– Value in the comparison of written/oral language for kids with
ASD.
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Revision Goals for CELF-5
CELF-5 Reading and Writing Overview
Align to SLP Practice trends
• Both have norm-referenced scaled scores.
– Align tests to current education models and assessment
trends
– Assess social language skills in authentic, interactive
situations
– Added literacy component: one reading comprehension
and one written language test
Improve usability
–
–
–
–
Streamline the test
Enhance clinical utility
Improve and maintain psychometric properties
Increase user friendliness
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– Enable you to make a comparison of the examinee’s
literacy skills to his or her age-peers.
• You may also want to find out more about the
examinee’s reading and writing skills by:
– Sharing and comparing test results with teachers
– Comparing results to classroom work samples and gradelevel reading unit and mastery tests
– Completing further testing or referring for further testing
– Discussing results with the reading specialist, learning
disability consultant, resource teacher or other professional
• Results may suggest implementation of classroom
and language and literacy based intervention.
• Not intended to provide comprehensive assessment
of a student’s written language skills and
competencies.
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MSHA Spring Conference: Why is an SLP Assessing Reading and Writing?
Adam Scheller, Ph.D.
CELF-5 Battery
• Uses an assessment process that takes into account
the initial steps of the clinical decision-making
process, including:
CELF-5 and the
Assessment Process
– Recommending classroom language adaptations and
accommodations.
– Determining eligibility for in-classroom interventions or
direct services.
– Providing norm-referenced information that aids in the
diagnosis of a language disorder and in the determination
of eligibility for services.
– Identifying communication strengths and weaknesses.
– Identifying deficits in reading comprehension and written
expression.
– Planning curriculum-relevant intervention.
– Measuring treatment efficacy (Salvia, Ysseldyke, & Bolt,
2013).
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Assessment Process
Flexible Assessment Process
• Clinicians can evaluate a student’s general language
ability and obtain information that assists in
determining if the student has a language disorder
– In four to six tests
• Once it is determined that a student has a language
disorder, the assessment process can extend to:
– Determining whether significant differences exist between
comprehension and expression.
– Determining if the student has weaknesses in the areas of
morphology and syntax or semantics.
– Determining how the oral language disorder might affect
the student’s written language skills.
– Determining if an identified disorder affects the student’s
social language interactions.
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Assessment Process
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Assessment Process
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MSHA Spring Conference: Why is an SLP Assessing Reading and Writing?
Adam Scheller, Ph.D.
Steps for Interpretation of CELF-5
1. Evaluate Language and Communication in Context
with ORS
2. Determine if there is evidence of a Language
Disorder
3. Describing the Nature of the Disorder
–
4. Interpret Written Language Tests Results
5. Interpret Pragmatics Profile and PAC
…then,
6. Evaluate Metalinguistic Awareness (CELF-5
Metalinguistics)
–
Assessment of Receptive Language
Compare Index and Individual Test Scores and Interpret
any Differences
Looking at Oral and Written Language
– Reading Comprehension
– Understanding Spoken Paragraphs
Transition to Metalinguistic awareness and knowledge
important to evaluate to determine maturation of
communicative competence
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New Test: Reading Comprehension
Objective
• Standardized for ages 8–21 years
• The purpose of Reading Comprehension is to
evaluate the student’s ability to
– Parallels the CELF-5 language comprehension tests.
• The student reads two paragraphs that are
written at expected grade level for age.
– Early elementary grades contain story scripts related to
familiar contexts.
– As difficulty increases, the
paragraphs feature descriptive
and expositive narratives.
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a) sustain attention and focus while reading paragraphs
of increasing length and complexity,
b) create meaning from written narratives and text,
c) answer questions about the content of the information
given, and
d) use critical thinking strategies for interpreting beyond
the given information. The questions probe for
understanding of the main idea, memory for facts and
details, recall of event sequences, and making
inferences and predictions.
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RC Overview
Reading Comprehension
• Not designed to be a comprehensive reading
assessment or to be used as an academic test of
reading achievement.
• Child reads a passage, questions are asked orally
by examiner, and student responds orally.
• Questions related to main idea, details, making
inferences, and sequence of events (same areas
as Understanding Spoken Paragraphs)
• It is intended to:
– Provide evidence of whether or not problems with oral
language comprehension extend to decoding and
making sense of written language input
– Compare oral comprehension to written comprehension
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– Early elementary grades contain story scripts related
to familiar contexts.
• As grade level increases, paragraphs feature descriptive
and expositive narratives.
– Comprehension is evaluated by probes for factual and
inferential information and conclusions.
– Comprehension items read to examinee, responses
provided orally
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MSHA Spring Conference: Why is an SLP Assessing Reading and Writing?
Adam Scheller, Ph.D.
Item Analysis and Extension Testing
• Reading Comprehension items probe for:
–
–
–
–
understanding of the main idea of the paragraph,
understanding of story details and sequencing of events,
vocabulary use, and
ability to make inferences and predictions from information
presented in the paragraph.
• Use extension testing (or priming) to examine
comprehension errors and the student’s ability to
interpret information presented in written form.
Answer provided on form
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• Carefully review the results of all tests for additional
information about the student’s comprehension skills,
especially Understanding Spoken Paragraphs.
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Item Analysis and Extension Testing (cont.)
Administering Alternative Paragraphs
• Use the item analysis table(s) in the R/W
Supplement to determine if the student’s
difficulties are related to:
• For the youngest age group (age 8), use
wordless books to measure emergent reading
comprehension.
– lack of experience with or lack of interest in the topics
of the paragraphs,
– difficulty with identifying facts and details, or
– making faulty inferences or predictions beyond the
information given.
1. Have the student talk about what he or she sees in
each page of the book.
2. Then, ask the student to retell the story back to you.
3. Finally, ask questions targeting comprehension of the
plot, characters, and setting of the book.
• If an older student performed poorly on
paragraphs assigned to his or her age,
administer any of the paragraphs assigned to
younger students.
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Priming the Student
Priming the Student (Alternate)
1. Prime the student by presenting the questions first,
then have the student read the paragraph and then
repeat the questions.
1. State the title and describe the characters, in
addition to presenting the questions before the
student reads the paragraph.
2. Then ask the student to read carefully to
identify that information in order to respond to
the questions.
–
Observe changes in student performance that occur as a
function of priming, which provides a map for the
student.
2. Select paragraphs and questions that are similar in
length and complexity to those on which the student
answered at least one question correctly.
–
If the student was unable to answer any questions
correctly during testing, select short, simple paragraphs
written well below the student’s grade level.
3. Read the questions before and after the student
reads the paragraph.
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– As the student’s competence increases, reduce the
amount of preparation you give the student.
NOTE: Present paragraphs and questions from a
variety of classroom and curriculum resources to
augment extension testing. Use the student’s own
textbooks or other reading materials chosen by the
student.
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MSHA Spring Conference: Why is an SLP Assessing Reading and Writing?
Adam Scheller, Ph.D.
Understanding Spoken Paragraphs
Objective of Spoken Paragraphs
To evaluate the student’s ability to:
•
Sustain attention and focus while listening to spoken
paragraphs
• Create meaning from oral narratives and text
• Every age has 20
items (five items
added for every age
group)
• Reliabilities are
significantly improved.
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Relationship with Curriculum/Classroom
• Answer questions about the content of the information
given
• Use critical thinking strategies for interpreting beyond the
given information. The questions probe for understanding
of the main idea, memory for facts and details, recall of
event sequences, and making inferences and predictions
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USP Link to Reading
• Curriculum
– The abilities evaluated relate to kindergarten,
elementary, and secondary objectives for (a) listening
to spoken instructional materials, (b) using the
information presented, and (c) applying critical thinking
skills to go beyond the given information to learn and
create new knowledge.
• Classroom Activities
– Understanding orally presented stories and descriptions
of actions, events, or opinions is required for creating
meaning and learning from instructional materials
across academic subjects.
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• Item response pattern provides:
– Evidence of linguistic, metacognitive, and metalinguistic
awareness skills that are inadequate for understanding
factual and implied information in paragraphs.
• These skills are equally important for reading
comprehension.
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Implications
• Reading Comprehension can be compared to the
response patterns of Understanding Spoken
Paragraphs to determine:
a) if difficulties on both tasks are more prevalent for
items that require recall of factual information (i.e.,
memory) or of implicit, not stated information (i.e.,
making inferences and predictions); and
b) if the student demonstrates difficulties across both
oral and written language tasks.
Assessment of Expressive Language
Looking at Oral and Written Language
– Structured Writing
– Formulated Sentences
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MSHA Spring Conference: Why is an SLP Assessing Reading and Writing?
Adam Scheller, Ph.D.
New Test: Structured Writing
Objective:
• Standardized for ages 8–21 years
• Allows observation of the examinee’s completion
of two writing tasks.
• The examinee must:
– Create sentences that demonstrate cohesion and logical
coherence in relation to the topic, content, and the
preceding sentences.
– Follow an organizational scheme or script that starts
with the beginning, which is given, is followed by a
middle event, and concludes with a logical ending.
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Structured Writing
• To evaluate the student’s ability to use
situational information given by a story title, an
introductory sentence, and an incomplete
sentence to create and write a thematic,
structured narrative.
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Important Components of Structured Writing
• Completeness:
1. Each item has:
•
An introductory sentence,
•
Followed by an incomplete sentence
2. Examinee writes the end of the incomplete sentence, then
writes two or more sentences to complete the topic or story.
3. Examinee must read and comprehend lead-in sentence in
order to form expectations about what should come next.
– whether or not the sentence is complete and presents a complete
thought or idea
• Structure:
– what sentence structure was used—simple, compound, complex,
or compound complex
• Grammar:
– the total number of grammatical errors in the sentence
• Organization:
– the overall cohesion and logical flow of the response
• Writing Mechanics:
– the total number of spelling, capitalization, and punctuation
errors
• Scoring focuses on:
•
•
•
•
…his mother let him wait in her car until the bus arrived. Eric likes
waiting in his mom’s car in the morning, because he can listen to music.
On his way home he sees clouds and hopes it’ll rain again tomorrow.
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Item Analysis & Extension Testing
• Use extension testing to examine the student’s
ability to complete sentences and create logical
and organized thematic accounts of events,
interactions, and opinions.
• Carefully review the results of Formulated
Sentences for additional information about the
student’s ability to formulate complete,
semantically- and grammatically-correct
sentences.
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Completeness and structure of each sentence,
Use of semantic and morphological and syntactic rules
Over-all organization based on rules for narrative scripts.
Limited aspects of mechanics (spelling/punctuation), and the
organization are also scored.
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Item Analysis
• Use the structural analysis table in the Reading and
Writing Supplement and count:
– the number of sentences written and the number of sentences
required
– the number of sentences scored 0, 1, 2, or 3 Structure points
– the number that were scored 0 and 1 Grammar points.
•
•
Determine if the student’s difficulties are related to lack of experience
with or lack of interest in the topics of the paragraphs.
Look for difficulties related to grammar, structure, completeness,
organization, or mechanics in the student’s written passage to
determine which areas need further assessment.
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MSHA Spring Conference: Why is an SLP Assessing Reading and Writing?
Adam Scheller, Ph.D.
Extension Testing
Implications
• Modifying Topics
– Select topics that are within the student’s interest or
experience.
– Provide the student with an introductory sentence and
an unfinished prompt so he or she can complete the
sentence.
– Ask the student to add one to four additional sentences.
• Anecdotal Writing
– Ask the student to write three-to-four sentences
retelling an event that occurred at school or at home.
– This task will allow the student to demonstrate his or
her ability to organize the story elements into a
coherent whole.
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Formulated Sentences
• A student who scores in the average range
(i.e., scaled scores of 8 or above) on the Reading
Comprehension and Structured Writing tests may
not need further assessment in written language.
• However, for a student with a scaled score of 7
or below, follow up with in-depth, psychoeducational reading and written language
assessments might be needed.
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Objective
• The purpose of Formulated Sentences is to
• Administration and scoring
is quite similar to CELF-4.
• One change to scoring: the
student has to use the
target word as intended.
For example, if the target
word is an adjective, the
target word has to be used
as adjective or the student
does not earn credit.
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Relationship to Curriculum
• The abilities evaluated by Formulated Sentences
relate to kindergarten, elementary, and
secondary school curriculum objectives for:
– internalizing linguistic rules (semantic, syntactic,
pragmatic), and
– integrating these to produce spoken narratives and
discourse and create written text.
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– evaluate the student’s ability to formulate complete,
semantically and grammatically correct, spoken
sentences of increasing length and complexity (i.e.,
simple, compound, and complex sentences), using
given words (e.g., car, if, because) and contextual
constraints imposed by illustrations.
• These abilities reflect the capacity to integrate
semantic, syntactic, and pragmatic rules and
constraints while using working memory.
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Relationship to Classroom Activities
The ability to formulate complete semantically-,
syntactically-, and pragmatically-acceptable spoken
and written sentences of increasing complexity is
emphasized in
(a)
storytelling,
(b)
sentence completion, combination, and
transformation activities,
(c)
written text, and
(d)
editing text and other literacy activities.
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MSHA Spring Conference: Why is an SLP Assessing Reading and Writing?
Adam Scheller, Ph.D.
Implications for Intervention
Administration Directions
Demonstration Item
• Analyze errors to identify stimulus words and
grammatical markers that caused greatest
difficulties in creating complete sentences.
• Develop conceptual meaning of grammatical
markers and their role in sentence structure.
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Administration Directions
Trial 1
Turn to page FS Trial 1 and say, Here is another picture. Now you
make a sentence about this picture using the word reading. You
must make your sentence about something in the picture and you
must use the word reading. Look at the picture to help you think
of what to say.
– Turn to Stimulus Book 1 page
FS Demo.
– Introduce the demonstration
item by saying, Here is a
picture of people in a
library. I will use the word
book in a sentence to talk
about this picture (pause).
“The girl is reading a
book.” Or I could say, “A
book is on the table.”
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Item Analysis and
Extension Testing
• Use the item analysis table in the Record Form
to identify error patterns in the student’s
responses.
• Review incorrect and correct item responses to
evaluate the complexity of the student’s
responses. Systematically vary the complexity of
the sentence formulation and note changes in
the student’s performance.
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Students with Language Disorder
Wrap-up
• To diagnose a student with a language disorder, you
typically need more information about how language
modalities and language content are affected.
• Examination of how a student’s oral language skills
compare to his or her written language skills is also
important
– Administer the Reading Comprehension and Structured
Writing tests.
– Research indicates that students who are diagnosed with a
language impairment are at risk for reading and writing
difficulties (Catts, Bridges, Little, & Toblin, 2008; Tomblin,
Zhang, Buckwalter, & Catts, 2000).
• Students with language impairment frequently have
associated difficulties with reading decoding and
reading comprehension.
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MSHA Spring Conference: Why is an SLP Assessing Reading and Writing?
Adam Scheller, Ph.D.
Twitter.com/SpeechnLanguage
Follow-up
•
•
Seek out additional information about R/W
Considerations to discuss with the classroom teachers, reading
specialist, and/or psychologist
1.
2.
3.
4.
5.
6.
•
How do the sentence structures the student used in the Structured
Writing tasks compare to those the student used in Formulated
Sentences?
How do grammar errors made in the Structured Writing tasks compare
to those made on Recalling Sentences and Formulated Sentences?
Do the student’s classroom teachers observe similar performance in oral
language and written language tasks in classroom assignments?
How does the student perform in the classroom relative to curriculum
standards for grade-level performance?
Compare results to the student’s classroom work samples and gradelevel reading unit and mastery tests.
Complete further testing or referring for further testing if necessary
The results of Structured Writing and Reading Comprehension can
suggest a need for classroom language and literacy based
intervention.
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Questions?
adam.scheller@pearson.com
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