Masi r oral reading fluency measures
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MASI-R Oral Reading Fluency Measures. Overview. Individually administered Takes approximately 5 minutes Three , 1 minute 6 th grade passages are read Provides a sample of a student’s oral reading fluency (rate and accuracy of reading). Rationale. Rationale.

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MASI-R Oral Reading Fluency Measures

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Masi r oral reading fluency measures

MASI-R Oral Reading Fluency Measures


Overview

Overview

  • Individually administered

  • Takes approximately 5 minutes

  • Three, 1 minute 6th grade passages are read

  • Provides a sample of a student’s oral reading fluency (rate and accuracy of reading)


Rationale

Rationale


Rationale1

Rationale

When students read accurately and fluently, it typically means they have mastered the prerequisite skills and processes necessary to read.

These skills are not observable while reading, but show up with

high scores in reading rate

and accuracy.


Preparing

Preparing


What you will need

What you will need…

  • Copies of Teacher Passage &

    Directions: 6A, 6B, & 6C

  • Corresponding Student

    Passages: 6A, 6B, 6C

  • Clipboard

  • Colored pen for examiner

  • Preset timer to count down for one minute


Masi r oral reading fluency measures

Take a few minutes to review the materials you will use for this assessment.


Administering

Administering


Administering1

Administering

  • Place Student Passage in front of student.

  • Hold Teacher Passage and timer out of student’s view.

  • Read directions to student.

  • Do NOT say Ready,

    Get Set, Go! or Stop!


Administering2

Administering

-Put a slash (/) on Teacher Passage through any words read incorrectly.

-Provide word if not read within 3 sec. & mark incorrect.

- At end of one minute, say Thank You & place bracket (]) on Teacher Passage after last word read.

-Remove Student Passage.

-Continue with remaining passages.


Errors what counts

Errors…What Counts?

  • Word is:

  • Skipped

  • Mispronounced

  • Not pronounced correctly within 3 seconds

  • Repeatedly mispronounced, each instance


Errors what doesn t count

Errors…What Doesn’t Count

  • Word is:

  • corrected within 3 seconds

  • Pronounced differently due to dialect

  • Inserted/added words


Scoring

Scoring


Scoring each passage for rate

Scoring eachpassage for RATE

  • Calculate Rate Correct by subtracting # of errors from total # of words read in 1 min.

  • Rate Correct is Words Correct Per

    Minute (WCPM).

  • Find the median score by placing the scores in numerical order and finding the one in the middle

  • Write this in Rate Correct box at top of Teacher Passage.


Example teacher passage directions 6 c

Example: Teacher Passage & Directions: 6-C

There are three basic types of snowflakes. The first 9

type is called “stellar,” and is the one most people 19

remember. Stellar flakes are feathery with small centers. 27

They form when it’s not extremely cold and when the clouds are 39

low and wet. Because they cling together when falling, it 49

sometimes appears as if they are descending in great, downy 59

clumps. The second variety of snowflake is called a “plate” 69

snowflake and this formation appears almost rock-solid in compact 79

configurations with six clearly seen outer edges. They form 88

when it’s exceptionally cold and when clouds are elevated and 98

almost dry. ▲ The final type of snowflake is a combination of the 110

other two. It has a plate-like center with feathering arms. 121


Teacher passage directions 6 c

Rate Correct:

105

Teacher Passage & Directions:6-C

There are three basic types of snowflakes. The first 9

type is called “stellar,” and is the one most people 19

remember. Stellar flakes are feathery with small centers. 27

They form when it’s not extremely cold and when the clouds are 39

low and wet. Because they cling together when falling, it 49

sometimes appears as if they are descending in great, downy 59

clumps. The second variety of snowflake is called a “plate” 69

snowflake and this formation appears almost rock-solid in compact 79

configurations with six clearly seen outer edges. They form 88

when it’s exceptionally cold and when clouds are elevated and 98

almost dry. ▲ The final type of snowflake is a combination of the 110

other two. It has a plate-like center with feathering arms. 121

110 Cumulative Words at End of Line

- 2 Words Not Read in that Line

108 Total Words that Student Read

- 3 Errors (# of slash marks)

105 Rate Correct (WCPM)


Calculating rate wcpm

Calculating Rate (WCPM)

EXAMPLE:

Student’s 3 Scores:

96 95 105

In numerical order:

95 96 105


Scoring each passage for accuracy

Scoring eachpassage for ACCURACY

  • Calculate Accuracy by dividing rate by total words read

  • Find the median score by placing the scores in numerical order and finding the one in the middle

  • Write this in Rate Correct box at top of Teacher Passage.


Calculating accuracy on 6 c

Calculating Accuracy on 6-C

Rate Correct/WCPM = % Accuracy

Total Words Read

105

108 = 97% Accuracy

*Find Median Accuracy

(this may be on a different passage than the (wcpm) measure)


Calculating accuracy

Calculating Accuracy

EXAMPLE:

Student’s 3 Scores:

92 98 97

In numerical order:

92 97 98


Interpreting scores

Interpreting Scores


Using hasbrok and tindal chart

Using Hasbrok and Tindal Chart

  • Use Norms Table

  • Find row for student’s grade

    Use Grade 8 for HS

    3. Locate appropriate column: FALL, WINTER, or SPRING

  • Determine PERCENTILE based on

    Median Score (WCPM)

    5. Accuracy should be above 95%


Using hasbrok and tindal chart1

Using Hasbrok and Tindal Chart

SCORING INTERPRETATION I

EXAMPLE:

9th grader

Traditional calendar

school

Median Score: 96 WCPM

< 10 th Percentile

Look in row for Grade 8.

Look in column for SPRING.


Practicing

Practicing


Masi r oral reading fluency measures1

MASI-R Oral Reading Fluency Measures

PRACTICE

  • Get copy of Teacher Passage & Directions: 6-C.

  • As you listen to the student read aloud, mark errors with a slash (/).

  • Compare with examiner’s marks.


Next steps

Next Steps


Next steps1

Next Steps…

  • Depending on additional data points available and the students scores, it may be advisable to continue assessing to determine if there are underlying reading issues.

  • The CORE Vocabulary Screening, MASI-R Oral Reading Fluency Measure and the San Diego Quick Assessment of Reading Ability are recommended if a student scores below strategic on the MAZE.

  • Continue with the San Diego Quick Assessment.


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