Phase 2 Assessment

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Phase 2

General Description | Phase 2 Assessment Battery

Phase 2 Assessment Battery

Pre-testing:

Standardized Tests:

1. Woodcock-Johnson-III NU: (Woodcock, McGrew, & Mather)
Subtest: Letter-Word Identification: Participants read aloud a list of increasingly difficult words.

2. Woodcock-Johnson-III NU: (Woodcock, McGrew, & Mather)
Subtest: Passage Comprehension: Participants silently read passages and fill in the missing word.

3. Woodcock-Johnson-III NU: (Woodcock, McGrew, & Mather)
Subtest: Word Attack: Participants read aloud a list of decodable nonwords of increasing difficulty.

4. Woodcock-Johnson-III NU: (Woodcock, McGrew, & Mather)
Subtests: General Information A and B: Participants answer questions about common objects.

5. Woodcock-Johnson-III NU: (Woodcock, McGrew, & Mather)
Subtest: Picture Vocabulary: Participants are shown pictures of objects and asked to provide names.

6. Woodcock-Johnson-III NU: (Woodcock, McGrew, & Mather)
Subtest: Reading Fluency: Participants are given 3 minutes to read a list of statements and decide if they are true or false.

7. Comprehensive Assessment of Spoken Language (CASL): (Carrow-Woolfolk)
Subtest: Grammatical Morphemes: Participants complete word analogies that have a morphological relationship.

8. Clinical Evaluation of Language Fundamentals – 4th Edition (CELF-4): (Semel, Wiig, & Secord)
Subtest: Understanding Spoken paragraphs: Participants answer questions about passages orally presented by the examiner.

9. Comprehensive Assessment of Spoken Language (CASL): (Carrow-Woolfolk)
Subtest: Inference: Participant answers questions based on oral scenarios presented by examiner. Part of the information is missing, so the participant needs to use background/world knowledge to infer the missing information.

10. Clinical Evaluation of Language Fundamentals – 4th Edition (CELF-4): (Semel, Wiig, & Secord)
Subtest: Recalling Sentences: Participants repeat sentences of increasing length and grammatical complexity.

Motivation Surveys:

11. Intrinsic Motivation Inventory: (IMI: Ryan, 2002)
Participants are asked questions pertaining to their intrinsic motivation toward reading.

12. Reading Motivation Scale: (RMS: Guthrie & Wigfield, 2009)
Participants are asked questions pertaining to their motivation for, breadth of, and depth of reading.

13. Expectancy Value Questionnaire (EVQ): (Eccles & Wigfield, 1995; 2002)
Assesses participant's cognitive appraisal of expectancy for success and affective evaluation of the participant's learning target (i.e., reading).

“In-House” Developed Questionnaires:

14. Demographic Survey:
Participants are asked questions pertaining to their race, gender, age, country of birth, English language status, and educational history.

15. Computer Familiarity:
Participants are asked questions about their computer knowledge and use.

16. Reading Practices:
Participants are asked questions pertaining to their frequency of reading different types of print.

Examples of Experimental Tasks:

17. Letter-Sound Identification Task (Sound Symbol Test—Letter-Sound and Sound Combinations subtest-- Lovett, M.W., Borden, S.L., DeLuca, T., Lacerenza, L., Benson, N.J., & Brackstone,1994; Lovett, Lacerenza, Borden, Frijters, Steinbach, & De Palma, 2000): Participants are shown single letters or letter combinations and asked to give the sound the letter or letters make.

18. Challenge Words Task (Lovett et al., 1994; Lovett et al., 2000): Participants are shown multisyllabic words of increasing difficulty and asked to read them aloud.

19. Expository Reading Comprehension Task (E-RCT): (adapted from Miller, Davis, Gilbert, Cho, Toste, Street, & Cutting, 2014):  Participants read expository passages aloud and then read and answer multiple-choice questions about the passages.

20. Digital Literacy Task:
A test administered on a computer that assesses participants’ knowledge of computers.

Mid-testing:

1. Working Alliance Inventory (A. O. Horvath, 1981, 1982; Revision Tracey & Kokotowitc 1989)
Participants are asked questions about their relationship and interactions with their teacher.  The survey measures a participant’s perceived collaborative relationship between themselves and their teacher.

Examples of Experimental Tasks:

1. Letter-Sound Identification Task (Sound Symbol Test—Letter-Sound and Sound Combinations subtest-- Lovett, M.W., Borden, S.L., DeLuca, T., Lacerenza, L., Benson, N.J., & Brackstone,1994; Lovett, Lacerenza, Borden, Frijters, Steinbach, & De Palma, 2000): Participants are shown single letters or letter combinations and asked to give the sound the letter or letters make.

2. Challenge Words Task (Lovett et al., 1994; Lovett et al., 2000): Participants are shown multisyllabic words of increasing difficulty and asked to read them aloud.

3. Expository Reading Comprehension Task (E-RCT): (adapted from Miller, Davis, Gilbert, Cho, Toste, Street, & Cutting, 2014):  Participants read expository passages aloud and then read and answer multiple-choice questions about the passages.

Post-testing:

Standardized Tests:

1. Woodcock-Johnson-III NU: (Woodcock, McGrew, & Mather)
Subtest: Letter-Word Identification: Participants read aloud a list of increasingly difficult words.

2. Woodcock-Johnson-III NU: (Woodcock, McGrew, & Mather)
Subtest: Passage Comprehension: Participants silently read passages and fill in the missing word.

3. Woodcock-Johnson-III NU: (Woodcock, McGrew, & Mather)
Subtest: Word Attack: Participants read aloud a list of decodable nonwords of increasing difficulty.

4. Woodcock-Johnson-III NU: (Woodcock, McGrew, & Mather)
Subtest: Reading Fluency: Participants are given 3 minutes to read a list of statements and decide if they are true or false.

5. Comprehensive Assessment of Spoken Language (CASL): (Carrow-Woolfolk)
Subtest: Grammatical Morphemes: Participants complete word analogies that have a morphological relationship.

6. Clinical Evaluation of Language Fundamentals - 4th Edition (CELF-4): (Semel, Wiig, & Secord)
Subtest: Understanding Spoken Paragraphs: Participants answer questions about passages orally presented by the examiner.

7. Comprehensive Assessment of Spoken Language (CASL): (Carrow-Woolfolk)
Subtest: Inference: Participant answers questions based on oral scenarios presented by examiner. Part of the information is missing, so the participant needs to use background/world knowledge to infer the missing information.

Motivation Surveys:

8. Intrinsic Motivation Inventory: (IMI: Ryan, 2002)
Participants are asked questions pertaining to their intrinsic motivation toward reading.

9. Reading Motivation Scale: (RMS: Guthrie & Wigfield, 2009)
Participants are asked questions pertaining to their motivation for, breadth of, and depth of reading.

10. Expectancy Value Questionnaire (EVQ): (Eccles & Wigfield, 1995; 2002)
Assesses participant's cognitive appraisal of expectancy for success and affective evaluation of the participant's learning target (i.e., reading).

11. Working Alliance Inventory (A. O. Horvath, 1981, 1982; Revision Tracey & Kokotowitc 1989)
Participants are asked questions about their relationship and interactions with their teacher.  The survey measures a participant’s perceived collaborative relationship between themselves and their teacher.

“In-House” Developed Questionnaires:

12. Computer Familiarity:
Participants are asked questions about their computer knowledge and use.

13. Reading Practices:
Participants are asked questions pertaining to their frequency of reading different types of print.

Examples of Experimental  Tasks:

14. Letter-Sound Identification Task (Sound Symbol Test—Letter-Sound and Sound Combinations subtest-- Lovett, M.W., Borden, S.L., DeLuca, T., Lacerenza, L., Benson, N.J., & Brackstone,1994; Lovett, Lacerenza,, Borden, Frijters,, Steinbach, & De Palma, 2000): Participants are shown single letters or letter combinations and asked to give the sound the letter or letters make.

15. Challenge Words Task (Lovett et al., 1994; Lovett et al., 2000): Participants are shown multisyllabic words of increasing difficulty and asked to read them aloud.

16. Expository Reading Comprehension Task (E-RCT): (adapted from Miller, Davis, Gilbert, Cho, Toste, Street, & Cutting, 2014):  Participants read expository passages aloud and then read and answer multiple-choice questions about the passages.