Supporting Students with Significant Disabilities in ...
Supporting Students with Significant Disabilities in Literacy Assessment: Sample Assessment Tools
|Assessment Tool |Brief Description |Notes |Resource / Reference |
|DIBELS |Standardized assessment covering: |Measures 3 of the 5 ‘Big Ideas’ of early literacy| |
| | | | |
|Dynamic Indicators of |Measures of phonological awareness (Initial Sounds |Developed and supported by the University of | |
|Basic Early Literacy |Fluency; Phoneme Segmentation Fluency) |Oregon and the Dynamic Measurement Group | |
|Skills |Measure of Alphabetic Principle (Nonsense Word | | |
| |Fluency) |Administered individually | |
|Good & Kaminski |Measure of fluency with connected text (Oral Reading | | |
| |Fluency) |May not be successful for students with | |
| | |significant disabilities (many subtests require | |
| | |oral responses) | |
|THE BRIDGE |Checklist covering: |Initially developed for preschoolers in NC |Download from the website for the Center for Literacy and |
| | | |Disabilities Studies |
|Pierce, Summer, & O’Kirk, |Foundations of Reading (book knowledge, print |Adapted from the TROLL | |
|in progress |awareness, etc) | |Early Childhood Resources page |
| |Foundations of Writing (motor, cognitive-linguistic) |Considers emergent literacy and the strong link | |
| |Alphabet Knowledge |between oral and written language development |
| |Phonological/Phonemic Awareness | |es-1/the-bridge-assessment/ |
| |Oral Language (related to literacy) |Focused on evidence based reading research (EBRR)| |
|Early Literacy Engagement |12 Item Checklist Including: |Observation by teacher, parent, therapist | |
|Progress Monitoring | | |(look for progress monitoring checklist) |
|Checklist |Attends to Book Reading |Permits 5 observations across | |
| |Independent Book Exploration |1-3 years |
|King-DeBaun |Book Engagement (Repeated phrases, oral cloze, echo | |st,x,4,4,x/Progress%20Monitoring/Progress%20Monitoring/ |
| |reading, attention to text) |Designed for students with very significant | |
| |Story Comprehension |delays | |
| |Early Writing | | |
| |Book Enjoyment |Very straightforward observation codes | |
| |Recognition of Vocabulary (receptive and expressive) | | |
|Assessment Tool |Brief Description |Notes |Resource / Reference |
|Intervention Planning Tool|Literacy Planning Checklist |Helps teacher determine the student’s emerging | |
| | |reading profile | |
|Literacy Starters Teacher |Concepts About Print – | |(look for Start to Finish, |
|Guide |Independent Reading |Supports teacher in developing a plan to move |Literacy Starters) |
|(Don Johnston) | |students along the continuum toward conventional | |
| |Alphabetic Principle – |literacy |
|Karen Erickson |Word Identification | |x.html |
| | |Note: Intervention Planning Tool is included on | |
| |Oral Language – |the Teacher Materials CD with each Literacy | |
| |Comprehension |Starter set | |
| | | | |
| |Phonological Awareness – | | |
| |Phonemic Awareness/ | | |
| |Phonics | | |
|Literacy Rubric |Observation Checklist |Ranks students on a continuum from: | |
| | | | |
|Staugler, 07 |Phonemic Awareness |Early Emerging Literacy | |
| | |To | |
| |Concepts of Print |Transitional Emerging Literacy | |
| | |To | |
| |Word Recognition |Early Conventional Literacy | |
| | | | |
| |Fluency |Students achieve a score from | |
| | |0 – 25, making this good for pre-post assessment | |
| |Comprehension | | |
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