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Geycell A. OlivaCTOPP-2 Assessment SummaryEDSP 5311: Diagnostic and Prescriptive Teaching for Exceptional ChildrenHouston Baptist UniversityDr. Diane Reed11/12/2015Comprehensive Test of Phonological Processing- Second EditionCTOPP-2The Comprehensive Test of Phonological Processing- Second Edition (CTOPP-2) is a norm- referenced test that measures phonological processing abilities related to reading. It is a comprehensive instrument designed to assess phonological awareness, phonological memory, and rapid naming. The CTOPP-2 was developed to aid in the identification of individuals from kindergarten through college (ages 4-24) who may profit from instructional activities to enhance their phonological skills. Demographic Data: Client’s Name: Francesca Houghton Examiner’s Name: Geycell A. OlivaGrade: 2ndDate of Birth: 01/16/2008 Gender: FemaleAge: 7 years 9 months Date of Report: 10/26/2015Observation:A rapport was easily established with Francesca, she engaged in appropriate conversation for a student her age. Francesca adjusted well to the testing situation; she was calm and eager to begin the assessment. The testing environment was quiet and clear of distractions. During the assessment she was very attentive to the instructions and completed each subtest with ease by answering the questions clearly and promptly. Throughout the assessment she was very cooperative and was able to complete the assessment to its entirety in 35 minutes.Assessment Scores:Subtest: CoreScaled/Standard ScorePercentile RankDescriptive TermElision (EL)825AverageBlending Words (BW)1698SuperiorPhoneme Isolation (PI)1275AverageMemory for Digits (MD)1163AverageNonword Repetition (NR)1698SuperiorRapid Digit Naming (RD)937AverageRapid Letter Naming (RL)937AverageSubtest: SupplementBlending Nonwords (BN)1899Very SuperiorSegmenting Nonwords (SN)1384Above AverageDescription of Subtests: Elision (Core, 4-24 Years)This 34- item subtest measures the extent to which an individual can say a word and then say what is left after dropping out designated sounds. The examinee listens to a word and repeats that word and then is asked to say the word without a specific sound. For example, the examinee is instructed, “Say ‘bold.’” After repeating “bold,” the examinee is told, “Now say “bold” without saying /b/.” The correct response is “old.” Francesca demonstrated average ability with a scaled score of 8 and a percentile rank of 25, indicating that she scored as well as or better than 25% of peers in the norm group. Blending Words (Core, 4- 24 Years)This 33-item subtest measures an individual’s ability to combine sounds to form words. The examinee listens to a series of audio-recorded separate sounds and then is asked to put the separate sounds together to make a whole word. For example, the examinee is asked, “What do these sounds make: t-oi?” The correct response is “toy.” Francesca demonstrated superior ability with a scaled score of 16 and a percentile rank of 98, indicating that she scored as well as or better than 98% of peers in the norm group. Phoneme Isolation (Core, 7-24 Years)This 32- item subtest measures an individual’s ability to identify target sounds in words. The items begin with CVC words, and the task is to identify the first and then the last sounds of presented words. Subsequent items require the examinee to identify middle sounds and then proceed to words made up of more sounds. The most difficult items require identifying a named sound in words that have more letters than sounds, for example, “What is the second sound in the word “island?” These items are difficult because the correct answer cannot be obtained by using a spelling strategy of simply naming the sound of the second letter in the word. Francesca demonstrated average ability with a scaled score of 12 and a percentile rank of 75, indicating that she scored as well as or better than 75% of peers in the norm group. Memory for Digits (Core, 4-24 Years) This 28-item subtest measures the extent to which an individual can repeat a series of numbers ranging in length from two to eight digits. After the examinee has listened to a series of audio- recorded numbers presented at a rate of 2 per second, she is asked to repeat the numbers in the same order in which they were heard. Francesca demonstrated average ability with a scaled score of 11 with a percentile rank of 63, indicating that she scored as well as or better than 63% of peers in the norm group. Nonword Repetition (Core, 4-24 Years)This 30-item subtest measures an individual’s ability to repeat nonwords that range in length from 3-15 sounds. The examinee is told to listen to an audio-recorded made-up word and repeat it exactly as she heard it. For example, the examinee hears the recorded sounds “nigong,” to which the correct response is “nigong.” Francesca demonstrated superior ability with a scaled score of 16 and a percentile rank of 98, indicating that she scored as well as or better than 98% of peers in the norm group. Rapid Digit Naming (Core, 4-24 Years)This 36- item subtest measures the speed with which an individual can name numbers. The Picture Book contains one page for this subtest, which consists of four rows and nine columns of six randomly arranged numbers (i.e., 2, 3, 4, 5, 6, 7, 8). The examinee is instructed to name the numbers on the top row from left to right, and then name the numbers on the next row from left to right, and so on, until all of the numbers have been named. The examinee’s score is the total number of seconds taken to name all of the numbers on the page. Francesca demonstrated average ability with a scaled score of 9 and a percentile rank of 37, indicating that she scored as well as or better than 37% of peers in the norm group. Rapid Letter Naming (Core, 4-24 Years)This 36-item subtest measures the speed with which an individual can name letters. The Picture Book contains one page for this subtest, which consists of four rows and nine columns of six randomly arranged letters (i.e., a, c, k, n, s, t). The examinee is instructed to name the letters on the top row from left to right, and then name the letters on the next row from left to right, and so on, until all of the letters have been named. The examinee’s score is the total number of seconds taken to name all of the letters on the page. Francesca demonstrated average ability with a scaled score of 9 and a percentile rank of 37, indicating that she scored as well as or better than 37% of peers in the norm group. Blending Nonwords (Supplemental, 4-24 Years)This 30-item subtest measures an individual’s ability to combine speech sounds to make nonwords. The examinee listens to a series of audio-recorded separate sounds and is then asked to put these separate sounds together to form a nonword. For example, the examinee is asked, “What made-up word do these sounds make: nim-by?” The correct response is “nimby.” Francesca demonstrated very superior ability with a scaled score of 18 and a percentile rank of 99, indicating that she scored as well as or better than 99% of peers in the norm group. Segmenting Nonwords (Supplemental, 7-24 Years)This 31-item subtest measures an individual’s ability to say the separate phonemes that make up a nonword. The examinee listens to an audio-recorded nonword, repeats the nonword, and then says it one sound at a time. For example, the examinee listens to the audio-recorded sounds “ren,” repeats the nonword, and then says the nonword one sound at a time. The correct response is “r-e-n.” Francesca demonstrated above average ability with a scaled score of 13 and a percentile rank of 84, indicating that she scored as well as or better than 84% of peers in the norm posite ScoresComposite scores are the most useful scores on the CTOPP-2 in part because they are the most reliable. Phonological processes can be conceptualized as phonological awareness, phonological memory, and rapid naming. The CTOPP-2 subtests were combined in such a way as to form composites to represent these three constructs; the sum of scaled scores obtain a distribution with a mean of 100 and a standard deviation of 15. Four composite scores are available.-Phonological Awareness Composite Score represents the examinee’s awareness of and access to the phonological structure of oral language. (Elision+ Blending words +Phoneme Isolation)Francesca demonstrated above average ability with a composite score of 116 and a percentile rank of 86, indicating that she scored as well as or better than 86% of peers in the norm group. -Phonological Memory Composite Score represents the examinee’s ability to code information phonologically for temporary storage in working or short-term memory. (Memory for Digits + Nonword Repetition) Francesca demonstrated superior ability with a composite score of 122 and a percentile rank of 93, indicating that she scored as well as or better than 93% of peers in the norm group. -Rapid Symbolic Naming Composite Score measures the examinee’s ability to include efficient retrieval of phonological information from long-term or permanent memory and execute a sequence of operations quickly and repeatedly. (Rapid Digit Naming +Rapid Letter naming)Francesca demonstrated average ability with a composite score of 95 and a percentile rank of 37, indicating that she scored as well as or better than 37% of peers in the norm group. -Alternate Phonological Awareness Composite Score, for examinees ages 7-24 years, measures the examinee’s phonological awareness exclusively with nonwords. (Blending Nonwords + Segmenting Nonwords)Francesca demonstrated average ability with a composite score of 103 and a percentile rank of 58, indicating that she scored as well as or better than 58% of peers in the norm group. StrengthsFrancesca’s scores varied within the average to very superior range. She exhibited average ability in the following areas: Elision, Phoneme Isolation, Memory for Digits, Rapid Digit Naming, and Rapid Letter Naming. Francesca demonstrated normative strengths in the following areas of Blending Words, Nonword Repetition, Blending Nonwords, and Segmenting Nonwords. Francesca performed her best on blending and segmenting nonwords. She demonstrated very superior ability in the area of blending nonwords; when given a nonsense word broken into separate sounds, she was able to put sounds together to form a nonword. In this area, she scored as well as or better than 99% of peers in the norm group.Recommendation:Francesca’s scores do not indicate any areas of deficit in phonological awareness, phonological, memory, and rapid naming. These 3 areas are critical in the phonological processing abilities related to reading. It is recommended that Francesca stay- in her current placement. ................
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