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ICLA STANDARD 3 EXAM
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ICLA STANDARD 3 EXAM...
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ICLA STANDARD 3 EXAMRunning Record: ANSWER As the student reads aloud a passage, the teacher
logs the errors. The reading level is determined by comprehension ratings
(independent, instructional, or frustrated).
Cueing Systems (Syntax, Semantic, Graphophonic, Pragmatic) - ANSWER
Syntax: 1. Understanding language structure.
Semantic reading refers to the use of meaningful word relationships for
comprehension. For example, replacing the word "horse" with "pony" in a
reading preserves the meaning.
2. Understanding vocabulary; assigning meaning to words and having prior
knowledge of context
Graphophonic reading involves connecting spoken sounds to written symbols
for comprehension. For example, replacing the word "house" with "horse"
reveals a resemblance in the majority of the consonants in the terms.
2. Matching sounds to letters and printing conventions
Pragmatic:
1. Understanding the purpose of reading.
Miscue Analysis: ANSWER A formal assessment of using a student's reading
mistakes to determine their strengths and requirements as readers; mistakes are
studied to detect graphophonic, semantic, and syntactic resemblance to the
written word.
Informal Reading Inventory (IRI) - Answer A graded set of increasingly
challenging passages is used to assess students' strengths, needs, and techniques
for word recognition and comprehension, as well as frustration, instructional,
and autonomous reading levels.
Independent Level: ANSWER The readability of material that is simple for a
pupil to comprehend without assistance. This is demonstrated by 99% or more
accuracy in word recognition and 90% or greater comprehension.
, Instructional Level: ANSWER Students can successfully read demanding, but
not frustrating, material with normal classroom support. Demonstrates over
95% accuracy in word identification and over 75% comprehension.
Frustration Level: ANSWER The readability of content that is too tough for a
pupil to read well, even with assistance. This is indicated by less than 90%
accuracy in word recognition and less than 75% comprehension.
Readability - Answer Analysis of a text's qualities, including quantitative and
qualitative elements. Used to assess how tough the literature is for kids.
Validity: ANSWER The proof that the conclusions reached from test findings
are correct; the tests measure what they are designed to assess.
Reliability - Answer Consistency in measurements and tests refers to how two
applications of the same measurement score people in the same way.
Variability - ANSWER The dispersion, spread, or scatter of scores or values in
a distribution, typically around the mean.
Percentile - Answer. The score in relation to a norming group; indicates norm-
referenced assessment scores.
Evaluation - ANSWER Using particular characteristics and exams to make a
determination about pupils' strengths and limitations.
Qualitative Assessment - Answer An assessment that provides a non-
quantifiable description of a student's abilities.
Quantitative Assessment - Answer An assessment that provides a numerical
score for a student's ability that can be compared to benchmarks or a normed
group.
Idaho Reading Indicator (IRI): ANSWER A test given to Idaho K-3 children to
assess their ability in the important reading domains. Idaho adopted the
computer-adapted iStation test for administering the IRI in 2018. There are
three levels of scoring: benchmark/tier 1 (at grade level), strategic/tier 2
(near/below grade level), and intensive/tier 3 (far below grade level).
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