SPELL Model of Assessment Specialist Resource # 7 START SPELL Model of Assessment KEY U.S

SPELL Model of Assessment Specialist Resource # 7 START SPELL Model of Assessment KEY U.S. Patent #6,676,412 PA = Phonological Awareness (Segmenting, Sequencing, and Discriminating Sounds and Sy llables) Is the target word a base word? PH = Phonics (Letter-Sound Relationships; Letter Patterns and Spelling R ules)

WP & RW = Word Parts & Related Words (Letter-Meaning Relationships; Rules f or Modif y ing Base Words; Semantic Relationships) Yes No MIW = Mental Images of Words

Is there an error Is there a PA Work on on the base part deficit that could spelling of base of the word? explain the error? words

No Yes Yes Can student correctly spell the No corresponding base word? Does the student Is the error a evidence that PA Yes legal spelling? skill?

Is there a PA Does the student Work on PA together No deficit that could Yes evidence that PA with Letter-Meaning No No Yes Yes No explain the error? skill? Relationships and MIW Work on Work on Develop Proceed Proceed PA PH MIW

Yes No Yes

Does student understand relationship between base word and Is the error a Work on Letter- No No inflected or derived legal spelling? Meaning form? Relationships Teach Semantic Is there an error Relationship between base on the prefix or Proceed word and inflected or derived the suffix? Yes Proceed forms

Yes Develop MIW No Proceed Proceed

Proceed Is there an error on Teach student to use the modification to No DONE knowledge of Semantic the base word? Relationship between base word and inflected or derived forms Is there an error on Yes the modification to No DONE the base word? Yes Teach Rules for Modifying Base Word when spelling inflected or derived forms Wane, Jahna

Student: Jahna Wane Date of Birth: 12/17/1998 School: 204 Date of Test: 4/12/2010 Grade: 5 Age: 11 years, 4 months Level of SPELL-2 Administered: 1 Examiner: CB

RESULTS:

Spelling Pattern Raw Score Accuracy Consonant(s) 'b, d, p, t, v, z' 31/32 97% 'f, m, n, x' 25/26 96% 'r, l' 16/20 80% 'g, h, w, y, qu' 13/13 100% Hard 'c' 8/8 100% 'k' 8/8 100% Soft 'c' 0/0 * 's' 5/6 83% /z/ spelled with 's' 0/0 * 'j' 5/5 100% Soft 'g' 0/0 * Flapped 'tt, dd, t, d' 0/0 * /sh, ch, zh/ spelled with 'c(i), t(i), s(i), s(u)' 0/0 * Consonant Digraph(s) & Trigraph(s) 'ng' 5/5 100% 'wh' 3/5 60% 'sh' 6/6 100% Initial 'ch' 6/6 100% Final 'ch, tch' 3/5 60% 'ck' 2/5 40% 'th' 6/6 100% Short Vowel a / ae / 3/6 50% e / E / 3/5 60% i / I / 7/9 78% o / a / 5/6 83% u / ^ / 3/7 43% * = not assessed at this level

RESULTS (continued):

Spelling Pattern Raw Score Accuracy Long Vowel a spelled 'a' 0/0 * a spelled 'a_e' 4/6 67% a - Vowel digraphs and other spellings 0/5 0% e spelled 'e' 0/0 * e - Vowel digraphs and other spellings 3/10 30% i spelled 'i' 0/0 * i spelled 'i_e' 2/5 40% i - Vowel digraphs and other spellings 3/5 60% o spelled 'o' 0/0 * o spelled 'o_e' 4/5 80% o - Vowel digraphs and other spellings 0/5 0% u spelled 'u' 0/0 * u spelled 'u_e' 2/5 40% u - Vowel digraphs and other spellings 3/5 60% Other Vowels & Diphthongs / U / as in "book" and / ) / as in "saw" 0/0 * 'oy, oi, ou, ow' 0/0 * Within-Word Consonant Doubling 'pp, bb, tt, dd' 0/0 * 'nn, mm, ff, ss, ll, rr' 0/0 * 's' Clusters & Abutting Consonants 'sp, st, sk, sc, sw, squ, sn, sm' and Abutting consonants 0/0 * Liquid Clusters Consonant + 'r, l' 0/0 * 'r, l' + Consonant 0/0 * Nasal Clusters /n/ + consonant, /m/ + consonant, /ng/ + consonant 0/0 * Silent Letters Conditioning silent 'e' 0/0 * Non-conditioning silent 'e' and silent consonants 0/0 * Syllabic Vowel Sounds Syllabic-r as in "bird" 0/0 * Syllabic-l as in "bottle" 0/0 * * = not assessed at this level

RESULTS (continued):

Spelling Pattern Raw Score Accuracy Unstressed Vowels In 2 syllable words 0/0 * In 3 syllable words 0/0 * In 4+ syllable words 0/0 * Inflected Words With 'ed, ing' following short vowel 0/0 * With 'ed, ing' following long vowel 0/0 * With 's, es' for plural or third person singular 0/0 * Irregular past-tense verbs 0/0 * Derived Words With both phonological and orthographic transparency 0/0 * With orthographic transparency only 0/0 * With phonological transparency only 0/0 * With no transparency (opaque) 0/0 * * = not assessed at this level

Student: Jahna Wane Date of Birth: 12/17/1998 School: 204 Date of Test: 4/12/2010 Grade: 5 Age: 11 years, 4 months Level of SPELL-2 Administered: 1 Examiner: CB

RECOMMENDATIONS, WITH DETAILED RESULTS:

1. To improve spelling of Short Vowel: a / ae / (SPELL-Links Lesson #20) By developing ability to discriminate between vowel sounds and map letters to sounds in words containing this spelling pattern

Detailed results of spelling of Short Vowel: a / ae /

Spelling Pattern # Syllables Raw Score Percent Correct a / ae / single 2/5 40% multiple 1/1 100% Words misspelled by student: cuch (catch), hung (hang), mich (match)

2. To improve spelling of Short Vowel: e / E / (SPELL-Links Lesson #21) By developing ability to discriminate between vowel sounds and map letters to sounds in words containing this spelling pattern

Detailed results of spelling of Short Vowel: e / E /

Spelling Pattern # Syllables Raw Score Percent Correct e / E / single 3/5 60% multiple 0/0 -- Words misspelled by student: than (then), whan (when)

3. To improve spelling of Short Vowel: u / ^ / (SPELL-Links Lesson #24) By developing ability to discriminate between vowel sounds and map letters to sounds in words containing this spelling pattern

Detailed results of spelling of Short Vowel: u / ^ /

Spelling Pattern # Syllables Raw Score Percent Correct u / ^ / single 3/6 50% multiple 0/1 0% Words misspelled by student: hany (honey), jaog (jug), long (lung), tach (touch)

4. To improve spelling of Consonant Digraph(s) & Trigraph(s): 'wh' (SPELL-Links Lesson #14) By developing clear and complete mental images of words containing this spelling pattern

Detailed results of spelling of Consonant Digraph(s) & Trigraph(s): 'wh'

Spelling Pattern # Syllables Raw Score Percent Correct 'wh' single 3/5 60% multiple 0/0 -- Words misspelled by student: waele (whale), weele (wheel)

5. To improve spelling of Consonant Digraph(s) & Trigraph(s): 'ck' (SPELL-Links Lesson #16) By developing knowledge of letter patterns and spelling rules

Detailed results of spelling of Consonant Digraph(s) & Trigraph(s): 'ck'

Spelling Pattern # Syllables Raw Score Percent Correct 'ck' single 2/4 50% multiple 0/1 0% Words misspelled by student: shok (shock), thike (thick), wake (wacky)

6. To improve spelling of Long Vowel: i spelled 'i_e' (SPELL-Links Lesson #27) By developing ability to discriminate between vowel sounds and map letters to sounds in words containing this spelling pattern

Detailed results of spelling of Long Vowel: i spelled 'i_e'

Spelling Pattern # Syllables Raw Score Percent Correct i spelled 'i_e' single 2/5 40% multiple 0/0 -- Words misspelled by student: hand (hide), ket (kite), whit (white)

7. To improve spelling of Long Vowel: u spelled 'u_e' (SPELL-Links Lesson #29) By developing ability to discriminate between vowel sounds and map letters to sounds in words containing this spelling pattern

Detailed results of spelling of Long Vowel: u spelled 'u_e'

Spelling Pattern # Syllables Raw Score Percent Correct u spelled 'u_e' single 2/5 40% multiple 0/0 -- Words misspelled by student: caear (cure), reod (rude), toon (tune)

8. To improve spelling of Long Vowel: a - Vowel digraphs and other spellings (SPELL-Links Lesson #30) By developing clear and complete mental images of words containing this spelling pattern

Detailed results of spelling of Long Vowel: a - Vowel digraphs and other spellings

Spelling Pattern # Syllables Raw Score Percent Correct a spelled 'ey, ay' single 0/1 0% multiple 0/0 -- Words misspelled by student: thay (they)

a spelled 'ai' single 0/4 0% multiple 0/0 -- Words misspelled by student: chan (chain), chre (chair), fall (fail), nill (nail)

9. To improve spelling of Long Vowel: e - Vowel digraphs and other spellings (SPELL-Links Lesson #31) By developing clear and complete mental images of words containing this spelling pattern

Detailed results of spelling of Long Vowel: e - Vowel digraphs and other spellings

Spelling Pattern # Syllables Raw Score Percent Correct e spelled 'ee' single 0/1 0% multiple 0/0 -- Words misspelled by student: weele (wheel)

e spelled 'ea' single 2/4 50% multiple 0/0 -- Words misspelled by student: leve (leaf), rach (reach)

e spelled 'y' single 0/0 -- multiple 0/1 0% Words misspelled by student: wake (wacky)

e spelled 'ey' single 1/1 100% multiple 0/1 0% Words misspelled by student: hany (honey)

e spelled 'i' single 0/0 -- multiple 0/0 -- Words misspelled by student:

e spelled 'ie' single 0/2 0% multiple 0/0 -- Words misspelled by student: chif (chief), thef (thief)

10. To improve spelling of Long Vowel: i - Vowel digraphs and other spellings (SPELL-Links Lesson #32) By developing clear and complete mental images of words containing this spelling pattern

Detailed results of spelling of Long Vowel: i - Vowel digraphs and other spellings

Spelling Pattern # Syllables Raw Score Percent Correct i spelled 'y' single 2/3 67% multiple 0/0 -- Words misspelled by student: shi (shy)

i spelled 'ie' single 1/2 50% multiple 0/0 -- Words misspelled by student: ti (tie)

i spelled 'igh' single 0/0 -- multiple 0/0 -- Words misspelled by student:

11. To improve spelling of Long Vowel: o - Vowel digraphs and other spellings (SPELL-Links Lesson #33) By developing clear and complete mental images of words containing this spelling pattern

Detailed results of spelling of Long Vowel: o - Vowel digraphs and other spellings

Spelling Pattern # Syllables Raw Score Percent Correct o spelled 'oa' single 0/5 0% multiple 0/0 -- Words misspelled by student: bout (boat), cool (coal), cote (coat), gole (goal), sape (soap)

o spelled 'ough' single 0/0 -- multiple 0/0 -- Words misspelled by student:

o spelled 'ow' single 0/0 -- multiple 0/0 -- Words misspelled by student:

12. To improve spelling of Long Vowel: u - Vowel digraphs and other spellings (SPELL-Links Lesson #34) By developing ability to discriminate between vowel sounds and map letters to sounds in words containing this spelling pattern

Detailed results of spelling of Long Vowel: u - Vowel digraphs and other spellings

Spelling Pattern # Syllables Raw Score Percent Correct u spelled 'ue' single 0/0 -- multiple 0/0 -- Words misspelled by student:

u spelled 'oo' single 3/5 60% multiple 0/0 -- Words misspelled by student: mode (mood), none (noon)

u spelled 'o' single 0/0 -- multiple 0/0 -- Words misspelled by student:

u spelled 'ui' single 0/0 -- multiple 0/0 -- Words misspelled by student:

13. To improve spelling of Consonant Digraph(s) & Trigraph(s): Final 'ch, tch' (SPELL-Links Lesson #17) By developing knowledge of letter patterns and spelling rules

Detailed results of spelling of Consonant Digraph(s) & Trigraph(s): Final 'ch, tch'

Spelling Pattern # Syllables Raw Score Percent Correct Final 'ch' single 3/3 100% multiple 0/0 -- Words misspelled by student:

Final 'tch' single 0/2 0% multiple 0/0 -- Words misspelled by student: cuch (catch), mich (match)

Student: Jahna Wane Date of Birth: 12/17/1998 School: 204 Date of Test: 4/12/2010 Grade: 5 Age: 11 years, 4 months Level of SPELL-2 Administered: 1 Examiner: CB

Dear Parent,

I used SPELL-2: Spelling Performance Evaluation for Language and Literacy to measure Jahna's spelling ability and underlying language knowledge and skills. SPELL-2 is a computer software program that assesses spelling and related skills and helps determine what type of spelling instruction is needed to improve literacy skills. Spelling is a complex written language skill that draws upon on a number of different types of language abilities and knowledge. These include:

Awareness of components of spoken language (Phonological Awareness) - the ability to think about spoken words, and the ability to think and talk about the syllables, rhymes, individual speech sounds, and syllabic stress of words in spoken language.

Knowledge of English phonics and spelling rules or patterns (Orthographic Knowledge) - the knowledge of and ability to use specific letter-sound relationships and common letter patterns and spelling rules (for example, a long vowel sound in a one-syllable word that ends with a consonant sound is almost always spelled with two vowel letters) to spell words that follow English spelling conventions.

Knowledge of word parts and related words (Morphological Knowledge and Semantic Relationships) - the knowledge of and ability to use meaning to spell certain word suffixes such as "walks, walking, walked", and certain word prefixes, such as "discontinue" and "illegal"; the knowledge of and ability to use familiar, related words to spell more complex words, for example, using "magic" to help spell "magician".

Memory for word images (Mental Orthographic Images) - the ability to store and recall clear and complete visual images of known words.

All of these factors are important for spelling and each affects how well a student spells. When a student struggles with how to spell words correctly, other aspects of his or her writing, such as grammar, organization and clarity, may be compromised. Language-based spelling instruction leads to significant improvement not only in spelling and writing, but also leads to significant improvement in reading skills.

SPELL-2 required Jahna to spell a set of words and possibly to complete a series of additional tasks that provided further information about his underlying language knowledge and skills. SPELL-2 indicates that Jahna needs to do the following to improve his spelling skills:

1. Awareness of components of spoken language (Phonological Awareness) Jahna needs phonology-based spelling instruction to improve spelling of: Short Vowel: a / ae / Short Vowel: e / E / Short Vowel: u / ^ / Long Vowel: i spelled 'i_e' Long Vowel: u spelled 'u_e' Long Vowel: u - Vowel digraphs and other spellings 2. Knowledge of English phonics and spelling rules or patterns (Orthographic Knowledge) Jahna needs pattern and rule-based spelling instruction to improve spelling of: Consonant Digraph(s) & Trigraph(s): Final 'ch, tch' Consonant Digraph(s) & Trigraph(s): 'ck' 3. Knowledge of word parts and related words (Morphological Knowledge and Semantic Relationships) Jahna does not require semantics and morphology-based spelling instruction at this time.

4. Memory for word images (Mental Orthographic Images) Jahna needs to develop clear and complete word images to improve spelling of: Consonant Digraph(s) & Trigraph(s): 'wh' Long Vowel: a - Vowel digraphs and other spellings Long Vowel: e - Vowel digraphs and other spellings Long Vowel: i - Vowel digraphs and other spellings Long Vowel: o - Vowel digraphs and other spellings

I can provide you and Jahna's classroom teacher with suggestions to help Jahna improve his spelling ability and related language knowledge and skills. Please let me know if you have any questions about the information in this report.

Thank you,

SUMMARY: Anna is a 6-year-old female who was referred for a neuropsychological evaluation in order to gain a clear understanding of her current level of neurocognitive and neurobehavioral functioning. She was also referred by her parents in order to determine the nature of her learning difficulties in order to guide interventions as she transitions through school. Anna attends Kindergarten at XX Elementary School. Currently, she receives special education services under an IEP for speech/language and is being considered for additional services through the school district.

Anna is a truly delightful, charming and fun-loving young female, who is intellectually competent, but is also struggling with many aspects of development that significantly interfere with the effectiveness of her efforts. Test results indicate that Anna’s ability to demonstrate her intelligence is hampered by her difficulties with language processing and a tendency to become inattentive and anxious when tasks increased in difficulty. Although Anna’s full scale IQ score is in the low average range, this single score does not tell the whole story because Anna is able to function at a very high level in some areas but not in others. When faced with situations that require her to reason with complex nonverbal material, she will outperform most children her age. However, Anna’s relative weaknesses in verbal comprehension and processing speed may make the processing of complex verbal information more time consuming, draining her mental energies more quickly compared to other children, perhaps resulting in more frequent errors on a variety of learning tasks. Academically, Anna is struggling with reading, mathematics, and written language. Difficulties with language were also noted with both comprehension and expression being the primary source of the challenge. Memory deficits were observed but mainly revolve around the difficulty she has with processing (and therefore learning) verbal information and aspects of disorganization and poor planning that interfere with her ability to efficiently acquire, encode and access new information. Executive deficits were also noted, as she had the most difficulties with shifting sets and organization and planning.

When discussing Anna’s language skills, formal and informal testing revealed a great deal of variability in regards to her language development. Strengths were noted in her single word receptive vocabulary. Anna was able to compare the semantic structure of two words for commonalities within average range and determine how words are conceptually related. Despite these relative strengths, Anna struggles with many other aspects of language, both receptively and expressively. Considerable word finding challenges impact her ability to develop her thoughts in an organized, fluent manner. Sentence and narrative construction were often awkward and choppy, with frequent errors (subject/verb agreement, plurals, past/future tense verb endings). She also has trouble organizing language in order to express herself in a coherent manner. As a whole, Anna’s language knowledge and usage is simply not as well developed as other children her age. Based upon the results of this evaluation, Anna continues to meet the criteria for a diagnosis of Language Disorder .

Academically, Anna is approximately nine to 12 months behind her same-aged peers and primarily struggles with language based academic skills: reading comprehension and written language. Anna’s breakdown in skill areas appear at the foundation level, which is absolutely necessary for academic success in reading and written language, i.e., phonological awareness. Phonological awareness refers to the fact that language is a ‘code’ where a symbol represents a sound and you must blend those sounds to formulate words. Anna struggled in all areas of the phonological processing system, which processes, manipulates and generates language sounds. So the underlying problem for both tasks is likely a glitch in the brain's ability to process sounds specifically related to language. As a result of her struggles on language based tasks, her profile appears consistent with a Specific Learning Disorder with impairment in reading and Specific Learning Disorder with impairment in written expression.

In mathematics, Anna struggled within key foundation areas of math, including numeration and number sense, with her greatest challenges occurring when she had to apply foundation knowledge to problem solve on written mathematic problems. She also does not consistently “know” numbers (i.e., writing numbers backwards). As a result of her struggles with mathematics, Anna will be given the following diagnosis, Specific Learning Disorder with impairment in Mathematics .

Anna’s performance on the evaluation is also consistent with attentional issues. However, her attentional issues are likely a bi-product of her learning/language challenges. What I mean by this is that Anna is inattentive as a way to cope with her perception that ‘things are hard.’ She has learned to ‘not pay attention’ as a way to avoid difficult tasks. At this point in time, I am not diagnosing her with an attentional disorder; however, attention should be monitored over time in order to understand the impact attention has on learning separate from her well documented language and learning issues.

While Anna clearly does evidence some social and emotional issues, her overall profile is not consistent with a specific label either by current behavior or history. Anna has difficulty in social relatedness (initiating, maintaining social connections) and social problem solving, which are likely due to the significant attentional dysregulation, as well as language weaknesses that interfere with her ability to socially engage with peers. Although Anna displays a level of anxiety (typically about tasks increasing in difficulty) and low self-esteem, I do not believe that her anxiety is pervasive at this point in time. However, her weak coping skills likely create behaviors that are socially awkward and even inappropriate in her desperate attempt to cope with the stress and frustration that she feels when faced with challenging tasks. Parents are encouraged to seek out the services of a child psychologist who specializes in treating children with complex learning and language issues.

Anna also has a history of fine motor delays that continue to contribute to academic struggles. Anna exhibited difficulties with fine motor dexterity and speed, as well as coordinating eyes and hands together. Anna’s motor skills impact her ability to demonstrate her verbal knowledge when writing and math knowledge when performing written math problems. As a result, her performance is consistent with a diagnosis of Developmental Coordination Disorder.

Anna is a member of an incredibly loving and supportive family who has worked diligently in her best interest. Additionally, the sustained efforts of parents, tutors and teachers have clearly made a positive impact on her optimal development. Her ability to reach optimal success at home and at school will be maximized with continued ongoing support.

DIAGNOSTIC IMPRESSION: Language Disorder Specific Learning Disorder with impairment in reading Specific Learning Disorder with impairment in written expression Specific Learning Disorder with impairment in mathematics Developmental Coordination Disorder Speech Sound Disorder (by history)

Friedman, Anna

Student: Anna Date of Birth: //2008 School: Private Date of Test: 5/18/2015 Grade: 1 Age: 7 years, 4 months Level of SPELL-2 Administered: 1 Examiner: Jan Wasowicz PhD CCC-SLP

Dear Teacher,

I used SPELL-2: Spelling Performance Evaluation for Language and Literacy to measure Anna's spelling ability and underlying language knowledge and skills. SPELL-2 is a computer software program that assesses spelling and related skills and helps determine what type of spelling instruction is needed to improve literacy skills. Spelling is a complex written language skill that draws upon on a number of different types of language abilities and knowledge. These include:

Memory for word images (Mental Orthographic Images) - the ability to store and recall clear and complete visual images of known words.

SPELL-2 required Anna to spell a set of words and possibly to complete a series of additional tasks that provided further information about her underlying language knowledge and skills. SPELL-2 indicates that Anna needs to do the following to improve her spelling skills:

1. Awareness of components of spoken language (Phonological Awareness) Anna needs phonology-based spelling instruction to improve spelling of: Long Vowel: a - Vowel digraphs and other spellings 2. Knowledge of English phonics and spelling rules or patterns (Orthographic Knowledge) Anna needs phonics-based spelling instruction to improve spelling of: Long Vowel: i - Vowel digraphs and other spellings Anna needs pattern and rule-based spelling instruction to improve spelling of: Consonant(s): 'r, l' Consonant(s): 'k' Consonant Digraph(s) & Trigraph(s): 'wh' Consonant Digraph(s) & Trigraph(s): Final 'ch, tch' Consonant Digraph(s) & Trigraph(s): 'ck' Long Vowel: a spelled 'a_e' Long Vowel: e - Vowel digraphs and other spellings Long Vowel: i spelled 'i_e' Long Vowel: o spelled 'o_e' Long Vowel: o - Vowel digraphs and other spellings Long Vowel: u spelled 'u_e' Long Vowel: u - Vowel digraphs and other spellings 3. Knowledge of word parts and related words (Morphological Knowledge and Semantic Relationships) Anna does not require semantics and morphology-based spelling instruction at this time.

4. Memory for word images (Mental Orthographic Images) Anna needs to develop clear and complete word images to improve spelling of: Consonant Digraph(s) & Trigraph(s): 'wh' Long Vowel: e - Vowel digraphs and other spellings

I am including a list of suggestions for implementing these recommendations into your language arts curriculum. I hope you will find this information helpful.

Thank you,

Jan Wasowicz PhD CCC-SLP