Scores continued…(testing by school)
TOSS-P
Identifying Labels 113
Categories 94
Attributes 109
Fucntions 118
Definitions 105
Receptive Total 111
Stating Labels 118
Categories 102
Attributes 110
Functions 121
Definintions 104
Expressive Total 115
Total 115
OWLS S.S 118
Woodcock Reading Mastery Test
A-V LRN 100
LTR IDENT 96
WORD IDENT 108
WORD ATT 102
WORD COMP 108
PASS COMP 112
READINESS CLUSTER 98
BASIC SKILLS CLUSTER 108
READING COMP CLUSTER 111
TOTAL READING - FS CLUSTER 111
Stanford 9 - Open-Ended Achievement Test, Primary 3 Level
Standard Score 82
Overall performance on a 0-3 scale was 1
Strongest performance was with questions that measured an understanding of the selectins as a whole scoring 3 in this cluster
Scored 2 in the following clusters: understanding of setting and plot, and of character
Inicated that she did ot understand questions relating to understanding of the underlying meaning of the selection, of the writer’s craft, and of connections from the text to the real world **questions were read to her again and meaning clarified
I do know that my daughter is not LD, but is struggling with school. She does have many strengths to support her weak area. Could you please tell me what these scores mean. The school has given her specail education a 1/2 hr per day with a 1:1 doing a program called Writing and Response to Reading, in addition to the small group reading with a reading tutor that she has been receiveing and her modifications will be continued. Is this an appropriate program for her? Is is a good program?
Thank you so much for your help.
reading comprehension
Her score on the Stanford test was an 82, which is quite a bit lower than her other test scores. That appears to show a discrepancy with her ability score. Her processing score on the IQ test was within the average range, but pretty far below her other scores. Those tests sometimes indicate an attention to detail issue.
There’s a very short, easy to read book called Grand Conversations, which you or the teacher might find useful to help get at the deeper meaning of stories.
The book Mosaic of Thought describes the text-to-self, text-to-text, text-to-world strategy for making connections. Believe it or not, it’s an enjoyable read.
It might benefit her to do some “immersion” reading. Reading or listening to lots of books by the same author (ie Robert Munsch is great, Jane Yolen, Cynthia Rylant) can help her develop a sense of literary style. Another strategy is to read several books or magazines on the same topic or theme (lots of Cinderella books, Three little Pig Books, books about space, or the rain forest, the ocean, whales, whatever strikes her fancy). The teacher can help her make comparison charts so that she can learn to link material from book to book.
Rather than asking questions that call for a specific answer, which she seems able to do, when she finishes reading a book, ask her something like “What do you think?” “Does this remind you of another book? Why?” “Are there any characters in this book who are like you?” etc.
Try an internet search for GLAD strategies. It’s a technique used with English Language Learners to help them develop the ability to analyze text, make connections, etc.
Good Luck—she has a lot of strengths to build on. All of her scores are in the average to above average range (except for the 82, and that is only low average).
Re: Help with First Time Test Scores--very long Part II
She does have an imagination, but tends to stay with what is more realistic in life. As for literal, she is very literal. For example, when she was about 6 years old, she was in the truck with my husband and her other two siblings. My husband asked her to “crack the window”, she literally cracked the window with her elbow. It was funny, but they did explain to her what it meant because she really hadn’t a clue. We do have to be careful about what we say.
Thank you for all the advice…I will follow-up with what all of you have suggested.
Re: Help with First Time Test Scores--very long Part II
My mother made it a point to do things like practice hyperbole with my elder brother (who has some LD issues) becuase he was so literal. (In elementary school he dissolved into anguished tears because the teacher asked the class to wait out in the hall for her while she stepped into the classroom to get something…. becuase on the first day of school they had been told they weren’t supposed to be in the hall without a teacher…)
It would explain why the “underlying” stuff of reading eludes her; it can be taught :) (There’s a fair amount of ideas twoards that in the “reading comprehension” section of my site)
Interesting that her comprehension is higher than her accuracy (a fairly common pattern in verbally bright kiddos) but she strsuggles with “underlying meanings.”
DOes she have an imagination, or is she the literal type? (I had a kiddo or two who scored lower on some sectoins because they could see too many possibilities… ways for *any* of the answers to be true or truly tangential things; others could do really, really well with applying strategies they knew, but if it was somethign not in their repertoire, they simply didn’t know where to go.)