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Posted by Cheryl Isaak on September 16, 2005, 7:55 am
On 9/15/05 6:07 PM, in article v1sji19olta72l339eduhna8h5qrpf6it0@4ax.com,
> On Thu, 15 Sep 2005 17:39:14 -0400, Cheryl Isaak
>
>
>>>
>>> Is the object to test the child, or test the teachers ability to
>>> teach?
>>
>> Supposedly both!
>>
>> Cheryl
>
> Well do let us know what you manage to find out about how they arrived
> at these results. She didn't come over to me as a child in the low
> percentile! The danger with tests is as people have said, she might
> be poor at tests, feeling off that day etc etc.
Well, it is the discrepancies that bother me, supposedly above average in
reading and vocabulary, but bottom of the barrel in Word Analysis and below
average in spelling. Huh? Don't they go together.
Cheryl
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Posted by Dr. Brat on September 17, 2005, 10:33 am
Cheryl Isaak wrote:
>
> Well, it is the discrepancies that bother me, supposedly above average in
> reading and vocabulary, but bottom of the barrel in Word Analysis and below
> average in spelling. Huh? Don't they go together.
Is she slightly dyslexic? Not enough to bother her reading, but enough
to throw her spelling off completely? My reading scores were always off
the charts, but to this day, I can't spell to save my life. If I use an
obscure word in lecture and someone asks me to spell it, I have to write
it on the board to do so. And even then, sometimes I'll have to write
it a few ways to do get it right. Some days, even the right spelling
looks wrong to me. I don't post to Usenet without a dictionary sitting
right by my elbow. And I frequently transpose the fifth and sixth
digits of people's phone numbers.
What do they mean by word analysis?
Elizabeth
--
*~*~*~*~*~*~*~*~*~*~living well is the best revenge~*~*~*~*~*~*~*~*~*
The most important thing one woman can do for another is to illuminate
and expand her sense of actual possibilities. --Adrienne Rich
*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*
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Posted by Cheryl Isaak on September 17, 2005, 3:19 pm
On 9/17/05 10:33 AM, in article G-CdnULjOqfbtLHeRVn-ug@comcast.com, "Dr.
> Cheryl Isaak wrote:
>
>
>>
>> Well, it is the discrepancies that bother me, supposedly above average in
>> reading and vocabulary, but bottom of the barrel in Word Analysis and below
>> average in spelling. Huh? Don't they go together.
>
> Is she slightly dyslexic? Not enough to bother her reading, but enough
> to throw her spelling off completely? My reading scores were always off
> the charts, but to this day, I can't spell to save my life. If I use an
> obscure word in lecture and someone asks me to spell it, I have to write
> it on the board to do so. And even then, sometimes I'll have to write
> it a few ways to do get it right. Some days, even the right spelling
> looks wrong to me. I don't post to Usenet without a dictionary sitting
> right by my elbow. And I frequently transpose the fifth and sixth
> digits of people's phone numbers.
>
Her spelling is pretty decent usually. End of year "review" test, she scored
190 out 200 on "sight words" and similarly on words from the main spelling
list.
> What do they mean by word analysis?
>
I don't know and I CANNOT find anything useful on line.
Cheryl
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Posted by Ericka Kammerer on September 17, 2005, 5:04 pm
Cheryl Isaak wrote:
> On 9/17/05 10:33 AM, in article G-CdnULjOqfbtLHeRVn-ug@comcast.com, "Dr.
>>What do they mean by word analysis?
>
> I don't know and I CANNOT find anything useful on line.
From http://www.education.uiowa.edu/itp/itbs/itbs_about_5-8.htm:
"Word Analysis
The questions on the Word Analysis test assess how well students can
recognize letters and letter-sound relationships. No written words are
used at Level 5, but in subsequent levels, both pictures and words are
used as stimuli and response choices."
From idea.uoregon.edu/assessment/analysis_results/aram/iowa_aram.pdf
"This test / subtest assesses:
For Levels 5 - 6, the test measures letter recognition, letter-sound
correspondence and phonemic awareness. For levels 7 - 8, the test
assesses phonological awareness and decoding skills; including initial
sounds, vowel sounds and rhyming sounds and identifying and analyzing
word parts. Levels 9 - 14 assess phonological awareness and decoding,
including: initial, medial and final sounds, and identifying and
analyzing word parts."
Best wishes,
Ericka
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Posted by K on September 17, 2005, 3:40 pm
> Cheryl Isaak wrote:
>
>
>>
>> Well, it is the discrepancies that bother me, supposedly above
>> average in reading and vocabulary, but bottom of the barrel in Word
>> Analysis and below average in spelling. Huh? Don't they go together.
>
> Is she slightly dyslexic? Not enough to bother her reading, but
> enough to throw her spelling off completely? My reading scores were
> always off the charts, but to this day, I can't spell to save my life.
> If I use an obscure word in lecture and someone asks me to spell it,
> I have to write it on the board to do so. And even then, sometimes
> I'll have to write it a few ways to do get it right. Some days, even
> the right spelling looks wrong to me. I don't post to Usenet without
> a dictionary sitting right by my elbow. And I frequently transpose
> the fifth and sixth digits of people's phone numbers.
>
> What do they mean by word analysis?
Sorry I didn't see this earlier, Cheryl, but it's been a roungh couple of
weeks (ending with having to put my 17-year-old cat to sleep on Thursday).
My understanding is word analysis is being able to recognize and interpret
things like letter patterns, syllables, prefixes and suffixes, compound
words, plurals, etc. -- analyzing words based on language rules. It makes
sense that she would be low in both spelling and word analysis, since they
are both rule based, recall tasks, that need to be taught. (You should ask
where the other students stand based on national standards -- I wouldn't be
surprised if they were all on the low side if they haven't been taught this
stuff).
Reading (usually comprehension) and vocabulary require interpretation and
often rely on context. It seems like your daughter can recognize words
when she sees them and knows both the literal (vocabulary) meaning of words
and sentences and the inferential meaning needed for higher-level reading
comprehension. If she reads a lot of her own, or if you read to her a lot,
asking questions about the reading, she will have developed those skills.
It's actually a not a bad dichotomy to have, because she can learn spelling
and word analysis rules; comprehension is harder to teach. You can make
some games out of it for her, and there are lots of resources out there for
practice. Since she's only in first grade, she should be able to catch up
just fine.
(Can I use this example when I teach the psychology of reading to my ed
psych students?)
K
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