Let's review Jay's performance
Dear Reader...tomorrow is the first of March. Will the month come in as a lion or a lamb? Nice to know, no matter what...spring is a breath away. Let's continue Jay's evaluation within the section of Perception and Memory.
The Comprehensive Test of Phonological Processing CTOPP is a standardized test that evaluates the student’s phonological perception and memory. The CTOPP was authored by Richard K. Wagner, Joseph K. Torgesen, and Carol A. Rashotte and is published by pro-ed. Their manual informs that this standardized test measures and compares phonological abilities and has norms based on a broad spectrum of American students. I use it precisely for its numbers, comparisons, and norms.
The CTOPP assesses phonological awareness, phonological memory, and rapid naming. Each of these three has its subtests. Jay had Elision and Blending Words, core subtests for phonological awareness. Elision requires breaking down sounds of a spoken word. Blending Word (in reverse) requires squeezing sounds together to make a word. Jay was given Memory for Digits and Nonword Repetition, core subtests for phonological memory. Memory for Digits assesses efficiency of short term memory-he listened to numbers presented at a rate of 2 per second. Nonword Repetition assesses cognition of a string of sounds in uncommon words and short term memory efficiency when repeating the word. Jay had Rapid Naming of letters, digits, and objects. Rapid Naming measures speed of seeing and knowing. Researchers in the field of dyslexia are still debating how weaknesses in rapid naming affect reading. The term double deficient is used when deficits occur both in phonological awareness and rapid naming.
Rapid Naming informs me whether an additional problem, dysnomia, might exist. Have you ever had a block when you see a face and you can’t remember the name? Yes? Then you understand--the same blocks occur with letters and sounds.
Comprehensive Test of Phonological Processing CTOPP. Phonological awareness, phonological memory, rapid naming.
Phonological Awareness
Elision
Raw Score 4
Standard Score 5
Percentile Rank 5th
Age Equivalent 5-9
Grade Equivalent k.7
Blending Words
Raw Score 14
Standard Score 10
Percentile Rank 50th
Age Equivalent 7-3
Grade Equivalent 2.2
Composite Score 85
Sum of 2 Standard Scores 15
Percentile 16th
Phonological awareness is the ability to tune into a string of sounds in a word and recognize words within words, syllables within words, or individual sounds within the string of sounds. Jay’s performance on the Elision subtest was weaker than on the Blending Words subtest. Both were below his present third grade level.
On the Elision subtest, Jay was successful with the awareness of a word within a word (say popcorn, now say popcorn without saying corn) in three tasks. Errors began when he had to tune into a string of sounds and identify initial (say cup without saying /k/ (up)) and final sounds (say time without saying /m/ (tie). Some of his errors included saying tan without saying /t/ (he said “am”), mike without /m/ (he said “kite”), time without /t/ (he said “lime”, then “tim”). On the Blending Word subtest, Jay succeeded in blending up to five individual sounds in common words (it, saw, bone, jump, stamp). He omitted initial and inner sounds in less common words with five and more sounds (“mysterious eye” for t-e-s-t-i-f-y and “ux” for c-ir-c-u-s).
Phonological Memory
Memory for Digits
Raw Score 8
Standard Score 5
Percentile Rank 5th
Age Equivalent 5-3
Grade Equivalent k.2
Nonword Repetition
Raw Score 8
Standard Score 8
Percentile Rank 25th
Age Equivalent 5-6
Grade Equivalent k.4
Composite Score 79
Sum of 2 Standard Scores 13
Percentile 8th
Phonological memory refers to the ability to keep recognized words and/or sounds in working or short term memory (approximately 10 seconds). A deficit in this area affects the learning of new words not as yet in the individual’s vocabulary. The two subtests that measure phonological memory are Memory for Digits and Nonword Repetition.
Scores on both the Memory for Digits and the Nonword Repetition subtests were below Jay’s grade level. AJ was successful remembering two to four digit tasks by repeating. Although for one four digit task, he said “74579” for 7596. On the Nonword Repetition, Jay was successful with the two syllable tasks (woo-dolp, ni-gong). Overload occurred on the three syllable words where he substituted and omitted sounds.
Multi-sensory programs exist that are designed to improve Jay’s phonological awareness. He needs intervention that will bring sounds to conscious working memory. He needs to internalize sounds so he hears the sequence of sounds and understands the structure of the English language. Overload on phonological memory will be tempered with the development of sound fluency.
Rapid Naming
Letter Naming
Raw Score 59
Standard Score 7
Percentile Rank 16th
Age Equivalent 7-0
Grade Equivalent 2.0
Digit Naming
Raw Score 58
Standard Score 7
Percentile Rank 16th
Age Equivalent 6-9
Grade Equivalent 1.7
Object
Raw Score 87
Standard Score 7
Percentile 16th
Age Equivalent 6-9
Grade Equivalent 1.7
Composite Score 81
Sum of 3 Standard Scores 21
Percentile 10th
Reading is influenced by phonological processing (awareness of speech sounds) and by the rapid and fluent ability to speedily recognize (eye) a letter and simultaneously connect its sound. The Rapid Naming Tests measure the processing time of cognitive (knowing) awareness and attentiveness through three processing measures--letter, digit, and object. Jay’s efficiency showed processing time below grade level on letter, digit, and object recognition and naming. Rapid naming is visual processing of the brain (occipital). With weak visual recordings on the brain, fluency and instantaneous recognition is harder to attain. Visual processing needs to be linked to auditory (phonological awareness) processing through the development of alphabet fluency, conscious recognition of sound, and understanding of the English code.
The Comprehensive Test of Phonological Processing CTOPP is a standardized test that evaluates the student’s phonological perception and memory. The CTOPP was authored by Richard K. Wagner, Joseph K. Torgesen, and Carol A. Rashotte and is published by pro-ed. Their manual informs that this standardized test measures and compares phonological abilities and has norms based on a broad spectrum of American students. I use it precisely for its numbers, comparisons, and norms.
The CTOPP assesses phonological awareness, phonological memory, and rapid naming. Each of these three has its subtests. Jay had Elision and Blending Words, core subtests for phonological awareness. Elision requires breaking down sounds of a spoken word. Blending Word (in reverse) requires squeezing sounds together to make a word. Jay was given Memory for Digits and Nonword Repetition, core subtests for phonological memory. Memory for Digits assesses efficiency of short term memory-he listened to numbers presented at a rate of 2 per second. Nonword Repetition assesses cognition of a string of sounds in uncommon words and short term memory efficiency when repeating the word. Jay had Rapid Naming of letters, digits, and objects. Rapid Naming measures speed of seeing and knowing. Researchers in the field of dyslexia are still debating how weaknesses in rapid naming affect reading. The term double deficient is used when deficits occur both in phonological awareness and rapid naming.
Rapid Naming informs me whether an additional problem, dysnomia, might exist. Have you ever had a block when you see a face and you can’t remember the name? Yes? Then you understand--the same blocks occur with letters and sounds.
Comprehensive Test of Phonological Processing CTOPP. Phonological awareness, phonological memory, rapid naming.
Phonological Awareness
Elision
Raw Score 4
Standard Score 5
Percentile Rank 5th
Age Equivalent 5-9
Grade Equivalent k.7
Blending Words
Raw Score 14
Standard Score 10
Percentile Rank 50th
Age Equivalent 7-3
Grade Equivalent 2.2
Composite Score 85
Sum of 2 Standard Scores 15
Percentile 16th
Phonological awareness is the ability to tune into a string of sounds in a word and recognize words within words, syllables within words, or individual sounds within the string of sounds. Jay’s performance on the Elision subtest was weaker than on the Blending Words subtest. Both were below his present third grade level.
On the Elision subtest, Jay was successful with the awareness of a word within a word (say popcorn, now say popcorn without saying corn) in three tasks. Errors began when he had to tune into a string of sounds and identify initial (say cup without saying /k/ (up)) and final sounds (say time without saying /m/ (tie). Some of his errors included saying tan without saying /t/ (he said “am”), mike without /m/ (he said “kite”), time without /t/ (he said “lime”, then “tim”). On the Blending Word subtest, Jay succeeded in blending up to five individual sounds in common words (it, saw, bone, jump, stamp). He omitted initial and inner sounds in less common words with five and more sounds (“mysterious eye” for t-e-s-t-i-f-y and “ux” for c-ir-c-u-s).
Phonological Memory
Memory for Digits
Raw Score 8
Standard Score 5
Percentile Rank 5th
Age Equivalent 5-3
Grade Equivalent k.2
Nonword Repetition
Raw Score 8
Standard Score 8
Percentile Rank 25th
Age Equivalent 5-6
Grade Equivalent k.4
Composite Score 79
Sum of 2 Standard Scores 13
Percentile 8th
Phonological memory refers to the ability to keep recognized words and/or sounds in working or short term memory (approximately 10 seconds). A deficit in this area affects the learning of new words not as yet in the individual’s vocabulary. The two subtests that measure phonological memory are Memory for Digits and Nonword Repetition.
Scores on both the Memory for Digits and the Nonword Repetition subtests were below Jay’s grade level. AJ was successful remembering two to four digit tasks by repeating. Although for one four digit task, he said “74579” for 7596. On the Nonword Repetition, Jay was successful with the two syllable tasks (woo-dolp, ni-gong). Overload occurred on the three syllable words where he substituted and omitted sounds.
Multi-sensory programs exist that are designed to improve Jay’s phonological awareness. He needs intervention that will bring sounds to conscious working memory. He needs to internalize sounds so he hears the sequence of sounds and understands the structure of the English language. Overload on phonological memory will be tempered with the development of sound fluency.
Rapid Naming
Letter Naming
Raw Score 59
Standard Score 7
Percentile Rank 16th
Age Equivalent 7-0
Grade Equivalent 2.0
Digit Naming
Raw Score 58
Standard Score 7
Percentile Rank 16th
Age Equivalent 6-9
Grade Equivalent 1.7
Object
Raw Score 87
Standard Score 7
Percentile 16th
Age Equivalent 6-9
Grade Equivalent 1.7
Composite Score 81
Sum of 3 Standard Scores 21
Percentile 10th
Reading is influenced by phonological processing (awareness of speech sounds) and by the rapid and fluent ability to speedily recognize (eye) a letter and simultaneously connect its sound. The Rapid Naming Tests measure the processing time of cognitive (knowing) awareness and attentiveness through three processing measures--letter, digit, and object. Jay’s efficiency showed processing time below grade level on letter, digit, and object recognition and naming. Rapid naming is visual processing of the brain (occipital). With weak visual recordings on the brain, fluency and instantaneous recognition is harder to attain. Visual processing needs to be linked to auditory (phonological awareness) processing through the development of alphabet fluency, conscious recognition of sound, and understanding of the English code.
posted by Stephanie M. Gordon at
10:35 AM
