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Enhancing Early Reading Skills: Strategies and Assessments for Year 3 Students

This comprehensive guide outlines effective strategies for improving early reading skills in Year 3 students, focusing on essential assessments such as the Peabody Picture Vocabulary Test and Phonological Awareness. It provides insights into expressive communication, vocabulary development, and letter recognition, while emphasizing the importance of engaging interactions and meaningful reading experiences. This resource also addresses low scores on assessments and offers practical approaches for fostering literacy in a collaborative classroom environment, ensuring all children, including dual language learners, receive the support they need.

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Enhancing Early Reading Skills: Strategies and Assessments for Year 3 Students

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  1. Early Reading First • Year 3 (2009-2010) Testing Battery Karen Erickson, PhD & Hillary Harper, M.S. CCC-SLP

  2. Peabody Picture Vocabulary Test • Single word receptive vocabulary • Child must point to a picture in response to a spoken word: • “Show me wagon.” • *Minimum Standard Score: 85

  3. Preschool Language Scale: Expressive Communication • Expressive Vocabulary • Syntactic Knowledge • Semantic Knowledge • Ability to Convey Coherent Concepts • *Minimum Standard Score: 85

  4. Addressing Low Scores on the PPVT and PLS • Shared book reading • Promote intertextual connections • When children make seemingly disconnected comments, explore on them • Maximize Opportunities for Conversations & Interactions throughout the day • Support children without speech using a broad array of communication symbolsand supports across the day

  5. Phonological Awareness & Literacy Screening: Upper & Lower Case Letters • Upper Case Letters • Children are asked to point to each of the letters in a non-alphabetical order. • Children can name the letters or point to them in response to the request. • 19 upper case letters identified is the goal* • Lower Case Letters • Only given to children who identified 19 or more letters on the upper case assessment • 4 lower case letters identified is the goal* • *Set by U.S. Department of Education

  6. Addressing Letter Knowledge • RESIST all temptations to teach letters in isolation - it will not lead to long term gains in literacy. • Use letters throughout the day in engaging and purposeful ways: • signing in • predictable charts & familiar songs • alphabet books • alphabet play

  7. Early Language and Literacy Classroom Observation Pre-K (ELLCO Pre-K) • Classroom Structure • Curriculum • The Language Environment • Books and Book Reading • Print and Early Writing • *Each item of subtest assigned score of 1 – 5 • *Years 1 & 2 of ERF project used previous version of ELLCO

  8. Adult Child Interactive Reading Inventory (ACIRI) • Measures both adult and child interaction while reading • Attention to the Text • Interaction and Comprehension • Literacy Strategies • *Scoring Scale = 0 to 3

  9. Arnett Caregiver Interaction Scale • Assesses the quality and content of the teacher’s interactions with children. • Measures the emotional tone, discipline style, and responsiveness of the caregiver in the classroom. • Scoring Scale: • Positive Items Target of 4.0 points • Negative Items Target of 1.0 point

  10. Color Coding for Standardized Scores 100 85 115 75

  11. Classroom Reports *Sample classroom report of pre-test scores

  12. Classroom Reports: Cutoff Scores * the U.S. Department of Education has set the goal of 19 or more letters ** the U.S. Department of Education has set the goal of 4 or more letters ***administered to dual language learners, ranges based on 4 year old cutoffs

  13. For the entire classroom, which area(s) does the teacher need to address? • For which individual students would the teacher consider providing additional support?

  14. Was the teacher able to address area(s) of concern for the entire classroom? • Which individual students are still a concern for the teacher?

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