DOCSLIB.ORG

T E CH N IC AL M an U AL— G R AD E S 3–12 9V.5.0

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
T E CH N IC AL M an U AL— G R AD E S 3–12 9V.5.0 TECHNICAL MANUAL—GRADES 3–12 REV. JULY. 24, 2019v.5.0 for READING ASSESSMENT PRESCRIPTIVE INSTRUCTIONAL DATA INSTRUCTIONAL PRESCRIPTIVE LEXIA® RAPIDTM ASSESSMENT Technical Manual for RAPID Version 5.0: Grades 3-12 © 2019 Lexia Learning, a Rosetta Stone Company. Lexia®, RAPID™, and other trademarks, names, and logos used herein are the property of Rosetta Stone Ltd. and/or its subsidiaries, and are registered and/or used in the United States and other countries. METAMETRICS® and LEXILE® are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad. Additional trademarks included herein are the property of their respective owners. Information in this document is subject to change without notice and does not represent a commitment on the part of Lexia Learning Systems LLC. The software described in this document is furnished under a license agreement or non-disclosure agreement. The software may be used only in accordance with the terms of the agreement. It is against the law to copy the software on any medium except as specifically allowed in the license or non-disclosure agreement. No part of this manual may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, for any purpose without the express written permission of Lexia Learning Systems LLC. www.lexialearning.com 300 Baker Avenue • Suite 320 • Concord, MA 01742 TECHNICAL MANUAL FOR RAPID V5.0: GRADES 3-12 tel: 800-435-3942 / 978-405-6200 fax: 978-287-0062 Contents Acknowledgments ................................................................................................................................. 5 Chapter 1 Introduction ......................................................................................................................... 6 Purpose ....................................................................................................................................... 7 Chapter 2 3–12 Tasks ........................................................................................................................... 8 Task Rules .................................................................................................................................... 8 Screening Assessment Periods ..................................................................................... 8 Recommended Comprehension Tasks .......................................................................... 9 Screening Task Descriptions ..................................................................................................... 9 Word Recognition Task ................................................................................................... 9 Vocabulary Knowledge Task ......................................................................................... 10 Syntactic Knowledge Task ............................................................................................ 10 Reading Comprehension Task ...................................................................................... 11 Chapter 3 Score Definitions ............................................................................................................... 12 Reading Success Probability .................................................................................................... 12 Percentile Ranks ....................................................................................................................... 13 Performance Scores ................................................................................................................. 13 Lexile Measures ........................................................................................................................ 14 Description of Sample .................................................................................................. 14 Study Design ................................................................................................................. 15 Reported Lexile Reader Measures and Lexile Text Ranges ........................................ 16 Chapter 4 Content and Item Development ...................................................................................... 17 Guidelines for Retaining Items ................................................................................................. 18 Chapter 5 Psychometric Development ............................................................................................. 20 Item Norming Sample .............................................................................................................. 20 Performance Score Alignment Sample ................................................................................... 22 Vertical Scaling and Data Collection Design ........................................................................... 22 Item Response Theory ............................................................................................................. 24 IRT and Its Role in Computer Adaptive Testing ...................................................................... 27 Chapter 6 Reliability ............................................................................................................................ 30 Marginal Reliability .................................................................................................................... 30 Standard Error of Measurement .............................................................................................. 31 Test-Retest Reliability .............................................................................................................. 31 Chapter 7 Validity ............................................................................................................................... 32 Evidence Based on the Internal Structure ............................................................................... 32 Evidence Based on Relations to Other Variables .................................................................... 34 Concurrent Validity ....................................................................................................... 34 Predictive Validity ......................................................................................................... 34 Differential Accuracy of Prediction .............................................................................. 36 Construct Validity ..................................................................................................................... 37 ii TECHNICAL MANUAL FOR RAPID V5.0: GRADES 3-12 Convergent Validity ...................................................................................................... 37 Word Recognition ......................................................................................................... 37 Vocabulary Knowledge ................................................................................................. 38 Syntactic Knowledge .................................................................................................... 38 Reading Comprehension .............................................................................................. 38 Discriminant Validity..................................................................................................... 40 Growth Reference Charts ............................................................................................. 40 References..... ....................................................................................................................................... 41 Appendix A..... ....................................................................................................................................... 45 Appendix B..... ....................................................................................................................................... 50 Appendix C..... ...................................................................................................................................... 56 Appendix D..... ...................................................................................................................................... 79 iii TECHNICAL MANUAL FOR RAPID V5.0: GRADES 3-12 Acknowledgments The Technical Manual for Lexia RAPID Assessment Version 5.0: Grades 3-12, the Lexia Reading Assessment for Prescriptive Instructional Data was written by the following authors in collaboration with Lexia Learning: Barbara R. Foorman, Ph.D. Yaacov Petscher, Ph.D. Chris Schatschneider, Ph.D. Florida Center for Reading Research Florida State University The items, dynamic flow, computer-adaptive task flow and placement algorithms, creation of the development application, and psychometric work for this component skills battery were funded by grants from the Institute of Education Sciences (IES) to Florida State University: • Institute of Education Sciences, USDOE (R305F100005; $4,447,990), entitled “Assessing Reading for Understanding: A Theory-Based, Developmental Approach,” subcontract to the Educational Testing Service for five years, 7/1/10-6/30/15 (Foorman, PI on subcontract; Petscher and Schatschneider, Co-Is). • Institute of Education Sciences, USDOE (R305A100301; $1,499,741), entitled “Measuring Reading Progress in Struggling Adolescents,” awarded for four years, 3/1/10-2/28/14. (Foorman, PI; Petscher and Schatschneider, Co-Is). The RAPID authors and Lexia Learning would like to acknowledge
Load more

Recommended publications
  • Reading Inventory Technical Guide
    Technical Guide Using a Valid and Reliable Assessment of College and Career Readiness Across Grades K–12 Technical Guide Excepting those parts intended for classroom use, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Scholastic Inc. grants teachers who have purchased SRI College & Career permission to reproduce from this book those pages intended for use in their classrooms. Notice of copyright must appear on all copies of copyrighted materials. Portions previously published in: Scholastic Reading Inventory Target Success With the Lexile Framework for Reading, copyright © 2005, 2003, 1999; Scholastic Reading Inventory Using the Lexile Framework, Technical Manual Forms A and B, copyright © 1999; Scholastic Reading Inventory Technical Guide, copyright © 2007, 2001, 1999; Lexiles: A System for Measuring Reader Ability and Text Difficulty, A Guide for Educators, copyright © 2008; iRead Screener Technical Guide by Richard K. Wagner, copyright © 2014; Scholastic Inc. Copyright © 2014, 2008, 2007, 1999 by Scholastic Inc. All rights reserved. Published by Scholastic Inc. ISBN-13: 978-0-545-79638-5 ISBN-10: 0-545-79638-5 SCHOLASTIC, READ 180, SCHOLASTIC READING COUNTS!, and associated logos are trademarks and/or registered trademarks of Scholastic Inc. LEXILE and LEXILE FRAMEWORK are registered trademarks of MetaMetrics, Inc. Other company names, brand names, and product names are the property and/or trademarks of their respective owners.
    [Show full text]
  • Building Reading Proficiency at the Secondary Level
    BUILDING INTRODUCTION READING PROFICIENCY AT THE SECONDARY LEVEL A Guide to Resources Cynthia L. Peterson, Ph.D. David C. Caverly, Ph.D. Sheila A. Nicholson, M.S.Ed. Sharon O’Neal, Ph.D. Susen Cusenbary, M.Ed. Southwest Texas State University Southwest Educational Development Laboratory 211 East 7th Street Austin, TX 78701 ©Southwest Educational Development Laboratory, 2000. This guide is produced in whole or in part with funds from the Office of Educational Research and Improvement, U.S. Department of Education, under contract #RJ96006801. The con- tent herein does not necessarily reflect the views of the Department of Education, any other agency of the U.S. Govern- ment or any other source. You are welcome to reproduce Building Reading Proficiency at the Secondary Level and may distribute copies at no cost to recipients; please credit the Southwest Educational Development Laboratory as publisher. SEDL is an Equal Opportunity/ Affirmative Action Employer and is committed to affording equal employment opportunities to all individuals in all employ- ment matters. Available in alternative formats. CONTENTS INTRODUCTION ACKNOWLEDGMENTS iv INTRODUCTION 1 • How to Use the Guide 2 • How Resources Were Selected 3 PART I: PERSPECTIVES 6 • Struggling Secondary Readers: A Closer Look 6 • Informal Assessment 7 • Building Reading Proficiency at the Secondary Level 9 • Principles of Effective Reading Instruction 17 • Principles of Effective Professional Development 19 PART II: RESOURCES 22 • Five Questions Organize the Programs and Strategies 22 • Programs 23 • Strategies 23 • Definitions of Terms 70 PART III: PROCEDURES FOR COMPILING THE GUIDE 133 BIBLIOGRAPHY 136 ACKNOWLEDGMENTS his project was sponsored by South- • Dr. Shernaz García, The University of west Educational Development Lab- Texas at Austin oratory and prepared by a team of • Dr.
    [Show full text]
  • Supporting Special Education Students with System 44™
    Foundation Paper Supporting Special Education Students with System 44™ System 44 is a foundational reading program designed for the most challenged struggling readers in Grades 3-12. Intentionally metacognitive, System 44 helps students understand that the English language is a finite system of 44 sounds and 26 letters that can be mastered. System 44 was designed for students in Grades 3-12 reading at a BR-400 Lexile ® level, including Special Education students and English-Language learners. OVERVIEW OF THE SYSTEM 44 PROGRAM System 44 is designed so that the teacher, technology, and texts work together to deliver highly engaging, comprehensive, research-based instructional content to the older struggling reader. Through a combination of teacher-led and software-based instruction, the System 44 student is guided along a systematic path from phonemic awareness to fluent reading. System 44 includes research-based features designed for the most challenged older readers: Computer-Based Screening and Placement The Scholastic Phonics Inventory (SPI) collects data on students’ decoding accuracy as well as fluency. This helps to identify students whose lack of decoding proficiency impedes comprehension. The SPI uses real, as well as nonsense words, which assess students’ ability to apply decoding skills to unfamiliar words. Adaptive Software The System 44 adaptive software delivers, direct, systematic, research-based phonics instruction to students. Multiple points of entry allow students to work at the appropriate level based on their performance on the SPI. Independent Reading Beginning readers will always have something to read with the System 44 program. The Decodable Digest includes two passages for every sound-spelling correspondence taught in the program.
    [Show full text]
  • Research Paper
    Research-Based Vocabulary WORDLY WISE 3000® 3rd Edition Books K–12 Kenneth Hodkinson and Sandra Adams (Books 2–12), Cheryl Dressler (Books K–1) By Lee Mountain For young children, one of the most effective ways to learn new words is to listen to read- alouds. Older children, on the other hand, learn many new words through independent reading. Whether children are pre-readers or already reading independently, there is a growing consensus among educators regarding the need for direct teaching of academic vocabulary in a systematic program. In fact, recent research has shown not only that it is important, but that it is important much earlier than was previously thought. This is especially true for children who come from disadvantaged backgrounds, many of whom enter school knowing far fewer words than their middle class peers. The words in the Wordly Wise 3000® series will expand the vocabularies and minds of today’s students. The Third Edition, which extends from kindergarten through high school, Wordly Wise 3000® is a kindergarten provides teachers with effective research-based lessons for direct instruction in vocabulary. through grade 12 vocabulary series that includes reproducible tests and Today’s educators are becoming increasingly aware of the benefits of a structured vocabulary curriculum. Thomas Gunning, author of Creating Literacy Instruction for All an online test generator. The entire Children, calls a planned program of vocabulary development “highly advisable,” and he program introduces over 3,000 suggests that a certain amount of time be set aside each week for vocabulary instruction: words, and exercises become more “A planned approach ensures that vocabulary instruction is given the attention it deserves.
    [Show full text]
  • The Effect of Teaching Phonics and Phonemic Awareness Training To
    The Effect of Teaching Phonics and Phonemic Awareness Training to Adolescent Struggling Readers by Stephanie Hardesty Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education December 2013 Goucher College Graduate Programs in Education Table of Contents List of Tables i Abstract ii I. Introduction 1 Statement of the Problem 2 Hypothesis 3 Operational Definitions 3 II. Literature Review 6 Phonemic Awareness Training and Phonics 6 Reading Instruction in the High School Setting 7 Reading Remediation 10 Summary 13 III. Methods 14 Participants 14 Instrument 15 Procedure 16 IV. Results 19 V. Discussion 20 Implications 20 Threats to Validity 21 Comparison to Previous Studies 22 Suggestions for Future Research 24 References 25 List of Tables 1. Pre- and Post-SRI Test Results 19 i Abstract The purpose of this study was to determine the efficacy of teaching phonics and phonemic awareness training to adolescent struggling readers. The measurement tool was the Scholastic Reading Inventory (SRI). This study involved the use of a pretest/posttest design to compare data prior to the implementation of the reading intervention, System 44, to data after the intervention was complete (one to two years). Achievement gains were not significant, though results could be attributable to a number of intervening factors. Research in the area of high school reading remediation should continue given the continued disagreement over best practices and the new standards that must be met per the Common Core. ii CHAPTER I INTRODUCTION Advanced or proficient reading abilities are one of the primary yet essential skills that should be mastered by every student.
    [Show full text]
  • The Lexile Framework: Unnecessary and Potentially Harmful
    The Lexile Framework: Unnecessary and Potentially Harmful Stephen Krashen CSLA (California School Library Association) Journal 24(2): 25-26, 2001 The Lexile Framework attempts to solve a problem that doesn't exist. It is a readability formula that "stands firmly in the tradition of classic readability formulas" (Stenner, 1996, p. 23) that assigns reading levels to texts based on word frequency and sentence length. The Lexile Framework is intended to help teachers and librarians recommend supplementary reading that is at the right reading level: "For example, an eighth-grade girl who is interested in sports but is not reading at grade level might be able to handle a biography of a famous athlete. The teacher may not know, however, whether that biography is too difficult or too easy for the student. " All the teacher has to do is use the Lexile Framework on the text and the student and select a book at the right level. Then, "as the reader improves, new titles with higher text measures can be chosen to match the growing person (sic) measure, thus keeping the comprehension rate at the chosen level." (Stenner, 1996, p. 22). Not Necessary None of this is necessary, and it is probably harmful. There is a much easier way for readers to select texts: Are they comprehensible and interesting? It doesn't take long for a reader to determine this: All it takes is sampling a little of the text (reading it). Our eighth grader simply needs to have a look at a few biographies. Teachers and librarians can certainly help in text selection and they do this all the time, with great success.
    [Show full text]
  • Ela Best Standards
    Table of Contents Table of Contents .......................................................................................................................................... 1 Introduction ................................................................................................................................................... 5 Standards Map ............................................................................................................................................ 10 Progression of Foundations Benchmarks .................................................................................................... 11 Spiraled Standards in a Vertical Progression .............................................................................................. 13 Kindergarten ........................................................................................................................................... 26 Foundational Skills ............................................................................................................................. 26 Reading ............................................................................................................................................... 27 Communication ................................................................................................................................... 29 Vocabulary .......................................................................................................................................... 32 Sample texts by
    [Show full text]
  • The Research Foundation for Core Knowledge Language Arts (CKLA)
    The Research Foundation for Core Knowledge Language Arts (CKLA) The Core Knowledge Foundation Revised September, 2016 Anita S. McGinty, CCC-SLP, Ph.D ASEC Advisory, Founder Linda Bevilacqua Core Knowledge Foundation, President Executive Summary Core Knowledge Language Arts (CKLA) Program: Links to Research on Learning and Teaching The Common Core State Standards (CCSS) establish an ambitious vision for the K–12 education system. The standards demand that educational experiences, at every point along the developmental continuum, transparently and intentionally point children toward becoming “college and career ready.” Embedded within the language arts standards is a shift in how to approach reading and writing as developmental processes. The standards move away from reading and writing as discrete skills and toward reading and writing as language-based, lifelong developments that are tightly interwoven with children’s growing knowledge. Indeed, language arts in the context of the CCSS puts knowledge first, with a call for curricula that is “intentionally and coherently structured to develop rich content knowledge within and across grades (NGA Center for Best Practices and CCSS, 2010, p. 10, as quoted in Cervetti & Hiebert, 2015). A major shift within the CCSS is the emphasis on “developing knowledge for and through reading” (Cervetti & Hiebert, 2015). This makes the content of texts as important as other more traditional factors considered within the ELA blocks of young children, such as text levels or decodability. Although the CCSS establish a common focus on the integration of language arts instruction and knowledge building, common standards are not a guarantee that each effort at implementation will be equally effective.
    [Show full text]
  • Smart Language: Readers, Readability, and the Grading of Texts
    Smart Language Readers, Readability, and the Grading of Text William H. DuBay Impact Information Costa Mesa, California Copyright Smart Language: Readers, Readability, and the Grading of Text 25 January 2007 2007 William H. DuBay. All Rights Reserved. AbstraCt Smart Language gives a brief introduCtion to the adult literaCy surveys and the researCh on readaBility and the readaBility formulas. Readers' Comments Please send all Comments and suggestions regarding this doCument to: William DuBay Email: [email protected] WeBsite: http://www.impaCt-information.Com ISBN: 1-4196-5439-X To George R. Klare 1922—2006 Teacher, writer, sCientist, and friend Contents IntroduCtion ............................................................................................................... 1 Writing for the Right AudienCe ................................................................ 1 Writing for the Wrong AudienCe ............................................................. 2 What Is a Reading Grade Level? .............................................................. 4 What is ReadaBility? ................................................................................... 4 The ReadaBility Formulas ......................................................................... 6 How This Book is Organized .................................................................... 7 Part 1 How People Read ........................................................................................ 10 Chapter 1 The Adult LiteraCy Surveys ........................................................
    [Show full text]
  • A Curriculum-Specific Text Readability Assessment Model for EFL Students in Korea
    LXPER Index: a curriculum-specific text readability assessment model for EFL students in Korea Bruce W. Lee1,2 Jason Hyung-Jong Lee1 1Research & Development Center 2Department of Computer & Information Science LXPER, Inc. University of Pennsylvania Seoul, South Korea Philadelphia, PA, USA Abstract—Automatic readability assessment is one of the most annually on English education in South Korea, and in Japan, it important applications of Natural Language Processing (NLP) in is much more [23]. Despite the amount of importance put in education. Since automatic readability assessment allows the fast English education in such countries, the automatic text selection of appropriate reading material for readers at all levels readability assessment method has not been in active use. This of proficiency, it can be particularly useful for the English is mostly because of the low level of accuracy of the traditional education of English as Foreign Language (EFL) students around the world. However, most readability assessment models are readability assessment formulas for use in an international EFL developed for the native readers of English and have low accu- curriculum, which we will prove later in this paper. racy for texts in non-native English Language Training (ELT) Previous work in automatic readability assessment has curriculum. We introduce LXPER Index, which is a readability assessment model for non-native EFL readers in the ELT focused on analyzing the generic features of a text. For curriculum of Korea. We also introduce the Text Corpus of the example, Flesch-Kincaid readability tests use variables like Korean ELT Curriculum (CoKEC-text), which is the first colle- total words, total sentences, and total syllables to identify the ction of English texts from a non-native country’s ELT curric- difficulty of a text [20].
    [Show full text]
  • A Readability Study of the Newbery Award Winners, 1922-2010. a Master’S Paper for the M.S
    Katharina A. Stevens. Don't Judge a Book by a Sticker on the Cover: A Readability Study of the Newbery Award Winners, 1922-2010. A Master’s Paper for the M.S. in L.S degree. April, 2010. 71 pages. Advisor: Brian W. Sturm This study examines the readability of the Newbery Award winners (1922-2010) to determine if children's books have declined in difficulty, specifically sentence and vocabulary complexity. Five readability tests - Flesch Reading Ease, Flesch-Kincaid Grade Level, Gunning Fog Index, SMOG, and Lexile Measures - were used to obtain the average readability level of each winner. The books of poetry were not included in this study. The average readability grade of the Newbery winners has dropped one or two grade levels over its eighty year history. Headings: Children's literature/Awards. Children's literature/Evaluation. Newbery medal. Readability and readable books. DON'T JUDGE A BOOK BY A STICKER ON THE COVER: A READABILITY STUDY OF THE NEWBERY AWARD WINNERS, 1922-2010. by Katharina A Stevens A Master’s paper submitted to the faculty of the School of Information and Library Science of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Science in Library Science. Chapel Hill, North Carolina April 2010 Approved by _______________________________________ Brian W. Sturm 1 Table of Contents List of Figures ..................................................................................................................... 2 List of Tables .....................................................................................................................
    [Show full text]
  • Reading Eggs Teacher Guide
    Over 500,000 children are already learning to read with Reading Eggs! Learning to read has never been this much fun! Contents Student Navigation and Learning Areas .........3 Reading Eggs Lessons Overview .....................5 Program Features ........................................... 10 Driving Test Content Overview Charts ........... 13 Reading Eggs Spelling Word Lists .................. 14 The Library .......................................................17 www.readingeggs.com Reading Eggs and Reading Eggspress Correlation Chart All books are leveled using our Eggspress Reading levels and certified Lexile levels. Reading Eggs & Reading Eggspress Lexile F & P Reading My lessons RR levels DRA Reading levels levels Stages levels Kindergarten LEVEL 0 BR Reading Eggs 1 1 Emergent LEVEL 1 BR Maps 1 - 80 1 1 LEVEL 2 BR 2 2 LEVEL 3 10 – 39L A 3 2 LEVEL 4 40 – 79L B 4 3 LEVEL 5 80 – 119L C 5 4 Grade 1 LEVEL 6 120 – 159L Reading Eggs C 6 4 Early LEVEL 7 160 – 189L Maps 81 – 120 D 7 6 LEVEL 8 190 – 219L Clinker Castle D, E 8 6 Maps 1 – 4 LEVEL 9 220 – 244L E, F 9 8 LEVEL 10 245 – 279L G 10, 11 8 LEVEL 11 280 – 309L G 12 10 LEVEL 12 310 – 349L Reading H 13 10 LEVEL 13 350 – 379L Eggspress H, I 14 12 Maps 1 – 4 LEVEL 14 380 – 409L I, J 15 14 LEVEL 15 410 – 439L J 16 16 Grade 2 LEVEL 16 440 – 469L K 17 18 Fluent LEVEL 17 470L – 499L Reading K 17 20 LEVEL 18 500L – 529L Eggspress L 18 22 Maps 5 – 12 LEVEL 19 530L – 559L L 19 24 LEVEL 20 560L – 599L M 20 26 LEVEL 21 600L – 639L M 20 28 Grade 3 LEVEL 22 640 – 679L Reading N 21 30 LEVEL 23 680 –
    [Show full text]