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Screening for foundational word-reading skills should happen twice a year in the early grades. For over a decade, Penuma has been extensively researched, with studies published in the peer-reviewed Journal of Sexual Medicine and International Journal of Impotence Research.
Canada day events 2020 vancouver clinical researchgate log
Karen has come from the early years sector specializing in collaborative approaches to community planning and cross sectoral integration. Sinai, and others. Harvard University Press. University Press of New England. Assessment is imprecise because it is mostly based on teacher observation or identification measures that are not linked to effective instruction.
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One teacher survey respondent said:. There should be a Ministry of Education document so that each school board across Ontario isn’t creating their own. The province should have one, standard early reading screener that has been trialed and proven to be effective, rather than have each school board “reinvent the wheel,” and create less effective assessment tools.
Teachers and school boards are not typically experts in reading science or the science of screening. Many of the inquiry school boards reported they would welcome direction from the Ministry on which screeners and interventions are scientifically validated. Although some boards wished they could do such a review, they acknowledged that they were not well-positioned to review the research due to capacity and resource constraints. Many boards included DRA and PM Benchmarks on their approved list of tools because the Ministry provided funding for them in the early s.
Boards also included BAS Fountas and Pinnell because it was a commonly used tool across the province. This has resulted in many non-evidence-based tools being recommended to teachers. Generally, school boards could not provide a clear rationale for including or excluding screening tools on the board-approved list.
However, two boards reported working with psychologists and speech-language pathologists SLPs to determine which screening tools to include. Some boards said they encouraged teachers to work collaboratively with SLPs and psychologists. Organizations representing these professions provided submissions to the inquiry about the importance of multi-disciplinary collaboration.
Psychologists play an important role in supporting teachers to use data for the purpose of early identification and instructional decision making. Teachers who use these tools are more likely to raise goals and make instructional changes in the classroom to the benefit of all students.
Leverage experiences from across Ontario involving partnerships between educators and speech-language pathologists to screen early learners for risk factors.
The inquiry educator survey asked respondents which screening tools should be used. Respondents could select more than one option. There was a discrepancy reported between professions. SLPs and psychologists preferred many of the lesser-used screening tools. One survey respondent said:. Experts in data, research and ethics were sidelined and ignored.
The inquiry also heard an example of two school boards that collaborated with their SLPs and devised a creative way to work around PPM The SLPs are meant to follow up after the results of the screening to make sure schools that require additional support have intensive instruction in their classrooms, and offer resources for teachers to meet this goal.
With the growth of newcomer families in London, the board says that this screening and follow-up has helped students in Kindergarten catch up and has also increased teacher awareness. SLPs use an online tool and input data to create a student and class profile. The system allows the school board to compare classes across the school and the system. While this approach was the most systematic and data-driven among the eight inquiry school boards and a commendable effort within the restrictive framework of PPM , it is not necessarily a sustainable solution for all school boards.
For SLPs to conduct these assessments, schools must obtain parental consent. While Thames Valley reported that the consent rate was high, screening is still not universally administered. If teachers are screening, parental consent is not required. Further, this screening may focus on the skills often assessed by SLPs, such as phonemic awareness, but miss the word- and text-reading accuracy and fluency components.
There is also an extra cost to conducting the screenings through SLPs. Finally, there is a benefit to teachers conducting the screening as they can apply knowledge they gain from it to the classroom. While there is a transfer of information between SLPs and teachers, if teachers conduct screening they will directly receive the necessary data to inform their instruction. Boards provided very little information on how the results of screening were recorded and used and on progress monitoring once students had been flagged.
They could not indicate which screening tools are most often used and how often. Teachers, unions, boards and the Ministry will need to work together to implement universal screening and related data collection.
The purpose of universal screening, as a tool to better the lives of students with reading difficulties and not to monitor teacher performance or merely as a box-ticking exercise, should be made clear, and training will be important to give educators the support they need. In the context of screening, the primary purpose of data collection is not to measure outcomes. It is to make sure students are receiving the interventions they need, early on.
Screening and data collection should not contribute to stigmatizing students who need support. Screening is part of a comprehensive framework to make sure education serves as an equalizer and prevents reading difficulties before they arise. Boards must also be very careful not to use or report the data in a way that stereotypes or further marginalizes any student, group of students or school. Communicating with parents is also a key part of successfully implementing early screening.
Parents must understand that the screening is universal, their child is not being singled out, and the purpose of screening is to see if their child may need further supports or interventions.
Some parents may be concerned that screening could lead to their child being labelled or stigmatized. Boards must explain that screening helps avoid the risk of a student developing a reading disability or needing more intensive special education supports later on. The inquiry found these to still be true today.
Teachers are asking for more guidance on how best to screen students for early reading skills. Further, data is also necessary for making decisions about screening and tiered interventions. Data is meaningful when it leads to action. Early evidence-based screening is only one of many steps to making sure students at risk of reading difficulties have meaningful access to education. An additional related and essential step is early, evidence-based interventions.
The Ministry of Education Ministry should provide stable, enveloped yearly funding for evidence-based screening of all students in Kindergarten Year 1 to Grade 2 in word-reading accuracy and fluency. The Ministry should work with external expert s to mandate and standardize evidence-based screening on foundational skills focused on word-reading accuracy and fluency.
The Ministry should:. The Ministry and school boards should make sure that early scientifically validated screening and evidence-based interventions are equally implemented within French-language instruction. Students with reading difficulties should have an equal opportunity to learn in French. The Ministry of Education Ministry should work with external expert s to mandate data collection on the selected screening tools to improve accountability.
Specifically, the Ministry should:. School boards should make sure clear standards are in place to communicate with students and parents about the screening tool, the timing, and how to interpret the results. The communication should also indicate when and what intervention will be provided if the student is identified as at risk for reading difficulties. School boards should not use the results of screening to performance manage teachers.
No teacher should face discipline or discharge because of screening results. School boards should make sure staff for example, teachers administering the screening tools receive comprehensive, sustained and job-embedded professional learning on the specific screening tool or tools that they will be administering, and on how to interpret the results. School boards should make sure educators are supported with time to complete these screening assessments and related data handling.
Moderate refers to evidence from studies that allow strong causal conclusions but cannot be generalized with assurance to the population on which a recommendation is focused perhaps because the findings have not been widely replicated or to evidence from studies that are generalizable but have more causal ambiguity than offered by experimental designs such as statistical models of correlational data or group comparison designs for which equivalence of the groups at pretest is uncertain.
Low refers to expert opinion based on reasonable extrapolations from research and theory on other topics and evidence from studies that do not meet the standards for moderate or strong evidence. See Table 1 for details of the criteria used to determine the level of evidence for each recommendation.
Gersten et al, Assisting Students Struggling with Reading, supra note The report further outlines screening for early language and background knowledge of students that may interfere with developing reading comprehension. Specifically, it is important to screen the areas of receptive and productive vocabulary, grammar sensitivity, and background or word knowledge; however, they also note that these screening measures are not yet well developed or readily accessible.
For non-words word fluency, Speece et al. Alternate test-form and stability coefficients exceed. See section 4, Context for the inquiry — Inquiry scope. This study reports that phonics helps close the achievement gap. Department of Education, English programmes of study: key stages 1 and 2: National curriculum in England , online: U. Department of Education, Key stage 1 assessment and reporting arrangements , online: U.
Department of Education, Key stage 1 assessment and reporting arrangements ]. Department of Education, Key stage 1 assessment and reporting arrangements, supra note Kindergarten students enrolled for the — school year must be screened with the same measure sometime between January 1, and January 1, Other students in Grades 1 through 6 can receive screenings if their parent or teacher requests it.
Then what? Also, the Ministry has powers under the Education Act, see ss 8 1 , 8 3 a and s A; Education Act : for students under the age of 18, parents and guardians give written consent. Skip to main content Skip to local navigation Skip to global navigation Skip to footer. You are here Home » Right to Read inquiry report » 9. Early screening. Page content A screening measure is a quick and informal evidence-based test that provides information about possible reading difficulties.
Introduction A screening measure is a quick and informal evidence-based test that provides information about possible reading difficulties. The APLOS told the inquiry: Early reading screenings provide an opportunity to implement programming that is responsive to emerging learning needs. Back to top Evidence-based screening Evidence-based screening is the most effective way to identify struggling and at-risk readers. The research must be: Valid strong [] internal and external validity Reliable Linked to the science of reading instruction and acquiring foundational reading skills.
Typically, these groups meet between three and five times a week, for 20 to 40 minutes. The IES report also recommended screening areas that are appropriate based on each grade level: [] Kindergarten screening batteries should include measures assessing letter knowledge and phonemic awareness It is not valid for English learners in kindergarten, but seems valid for grade 1 Phoneme Segmentation K-1 Phonemic awareness Screening and progress monitoring This measure is problematic for measuring progress in the second semester of grade 1.
As students learn to read, they seem to focus less on phonemic skills and more on decoding strategies. Nonsense word fluency 1 Proficiency and automaticity with basic phonics rule Screening and progress monitoring This measure is limited to only very simple words and does not tap the ability to read irregular words or multisyllabic words.
Word identification 1—2 Word reading Screening and progress monitoring This measure addresses many of the limitations of nonsense word fluency by including multisyllabic and irregular words. Many students will score close to zero at the beginning of grade 1. The measure still is a reasonable predictor of end of year reading performance. Back to top Screening measures Screening measures are designed to make sure students are learning the appropriate skills based on their grade.
Back to top The role of risk factors Some students may have family members with a diagnosed reading disability or undiagnosed reading difficulty. Progress monitoring Progress monitoring is distinct from screening. Back to top The role of teachers Teachers play a critical role in assessing students and identifying their learning needs. Louisa Moats says teachers who understand classroom reading assessment have the knowledge to answer questions such as: Question: What specific skills…should be present at the end of Kindergarten [and] are the best predictors of achievement?
Answer: Essential skills consist of the ability to segment the phonemes in simple words, to name alphabet letters presented randomly, to produce the sounds represented by most consonants and the short vowels, to spell simple words phonetically, and to demonstrate age-appropriate vocabulary development. Question: Are running records or oral reading tests reliable or valid indicators of reading ability? Answer: The reliability of oral reading tests and running records is lower than the reliability of more structured, specific measures of component reading skills.
On the other hand, timed, brief oral reading tests that measure words read correctly per minute are excellent predictors of future reading from about the middle of Grade 1 onward. Question: When are children typically expected to spell trapped, plate, illustrate and preparing? Answer: Plate : end of Grade 1 when the most common long vowel spelling is learned.
Trapped: end of Grade 2 when the basic doubling rule for endings beginning with vowels is learned. Preparing: end of Grade 4 when students expand their knowledge to Latin-based words with prefixes, roots, and suffixes. Illustrate: end of Grade 5 when more complex words with prefixes, roots, and suffixes are learned. Offered: end of Grade 6 when patterns involve prefixes, roots, and suffixes and more complex spelling changes [] Question: Why is it important to test comprehension using several different types of assessment?
Another key to understanding screening tools as a unique form of assessment is to look at what Growing Success and PPM refer to as examples of data collection in the context of diagnostic assessments and assessment for learning: Teachers will obtain assessment information through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios, developmental continua, performances, peer and self-assessments, self-reflections, essays, and tests.
Professional judgment The Ministry defines professional judgement in PPM taken from Growing Success as: Judgment that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning. Data collection and consistency PPM has been identified as a major barrier by Ontario school boards in program planning and collecting important data.
Differences among the boards included: Previous use of diagnostic assessment tools Current use of diagnostic assessment tools Capabilities of data management systems Perspectives on diagnostic assessment and on PPM whether and how it should be implemented. Back to top Kindergarten to Grade 12 Education Standards Development Committee In , the Minister for Seniors and Accessibility appointed a committee to address barriers facing Ontario public school students in Kindergarten through Grade The report said Students with disabilities can face difficulties and significant delays in getting professional assessments, including but not limited to psychoeducational assessments , where needed, for their disability-related needs.
The committee recommended that the Ministry, boards and faculties of education: Ensure that teacher education programs, in-service and ongoing job-embedded professional learning on diagnostic, formative and summative curriculum based and more formal assessments be provided to educators to inform Differentiated Instruction for all learners.
Frequency Most school boards are not implementing universal screening at multiple points in time across Kindergarten to Grade 2. Universal screening in word reading after Year 2 should minimally include: Grade 1 beginning : phonemic awareness, decoding, word identification and text reading Grade 1 second semester : decoding, word identification and text reading, and should include speed as well as accuracy as outcomes Grade 2 timed word reading and passage reading.
Back to top Decisions based on screening results The OHRC asked school boards to provide information about how the results of screening are used. Back to top Consistency School boards submitted their list of approved assessments and recommended schedules for screening to the OHRC. The school boards reported they could no longer: Collect data from a common assessment tool and use this data to compare schools, identify high-need schools and allocate extra resources Systematically track every single student who is assessed and identified as at risk for reading difficulties, and make sure they receive interventions Measure the impact of their system-level decisions to either change their approach if it is not working or scale up a successful intervention.
In response to a survey question asking whether students are screened for reading difficulties in Kindergarten or Grade 1, one teacher replied: It all depends on the teacher.
When asked how often students are screened, another teacher said: It is standard in our board to do it twice a year, but many don’t and there is not a lot of accountability. When asked what they would do to improve access to screening, they responded: First, consistent messaging and training of educators at the pre-education service level that includes rigorous coursework in learning science, direct instruction etc.
One teacher survey respondent said: There should be a Ministry of Education document so that each school board across Ontario isn’t creating their own. Back to top Expertise Teachers and school boards are not typically experts in reading science or the science of screening. The APLOS said: Psychologists play an important role in supporting teachers to use data for the purpose of early identification and instructional decision making. One survey respondent said: Experts in data, research and ethics were sidelined and ignored.
Back to top Data Boards provided very little information on how the results of screening were recorded and used and on progress monitoring once students had been flagged. The Ministry should: Require school boards to screen all students twice a year beginning and mid-year from Kindergarten Year 1 to Grade 2 Determine the appropriate screening measures to be used based on the specific grade and time in the year with reference to the recommendations in the IES report that have moderate to strong evidentiary support.
At minimum, measures should include: Kindergarten: letter knowledge and phonemic awareness Grade 1 beginning : phonemic awareness, decoding, word identification and text reading Grade 1 second semester : decoding, word identification and text reading, and should include speed as well as accuracy as an outcome Grade 2: timed word reading and passage reading Select or develop valid and reliable screening tools that correspond to each specific grade and time in the year for administration by school boards Set out the standardized procedures for administering, scoring and recording data from the screening instruments Make sure screening tools have clear, reliable and valid interpretation and decision rules.
Screening tools should be used to identify students at risk of failing to learn to read words adequately, and to get these children into immediate, effective evidence-based interventions. The PPMs should be updated to reflect the current scientific research consensus on early identification of students at risk for reading disabilities.
She is also coordinating the SHRed Concussions Study , a pan-Canadian research study in investigating the prevention, recognition, and treatment of concussion in high-school athletes who play sports associated with a higher risk of concussion.
Prior to coming to Fraser Health in , Tobin had been a career-long population health researcher with a focus on prevention, both at UBC at the Centre for Health Services and Policy Research and later spending over a decade running his own applied social research firm. Tobin lives in Vancouver. He lives to be active and outside. Tobin has spent decades riding bicycles for transportation, recreation and competition, and supporting youth high performance athlete development. He used to be fast.
He also enjoys skeleton, and skate skiing badly. When Vanessa is not working, she enjoys running and trying out gluten-free bakeries in Vancouver! Our Team. Contact Us. She holds: B. Gerontology, Simon Fraser University : and is a current Ph. She has been awarded the BC Graduate Scholarship twice, as well as over a dozen smaller academic excellence awards. Her main research interest is falls among community-dwelling older adults.
Along with national and provincial committee membership, she is a Board of Directors and Society member at Yaletown House, a non-profit long-term care home in downtown Vancouver. Research Interests Youth suicide and self-harm Road safety Older adult fall prevention Naiomi joined the BC Centre for Disease Control in March of as the provincial coordinator for injury prevention.
Outside of work, she is an avid runner, houseplant enthusiast, and connoisseur of useless facts. Current Trainees and Students. Anmol Mattu Supervisor: Dr. Beyond academics, she enjoys travelling, being active, and spending time with family and friends. Breann Cocoran Supervisor: Dr. In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.
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