GRAY ORAL READING TEST

Measure of oral reading fluency and comprehension

BASIC TESTING GUIDELINES

• Rapport
• Monitor fatigue
• Praise and encourage but
• Avoid prompting
• Be familiar with stories

ENTRY POINTS

• Grades 1-3, Story 1
• Grades 4-5, Story 2
• Grades 6-9, Story 4

* BASED ON PRIOR KNOWLEDGE/TESTING,

STORY ADMINISTRATION

1. Student reads story aloud/examiner times & records miscues

2. After each story, examiner records time in space labeled Time on answer sheet.

3. Examiner records total reading errors under Deviations from Print.

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4. Examiner removes Student Book and asks comprehension ?s. Record 1 correct; 0 incorrect.

5. Record total correct responses in Comprehension score box.

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6. Convert reading time to Rate Score.

7. Convert Deviations from Print to Accuracy Score.

8. Add Rate and Accuracy Scores to produce Fluency Score.

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Fluency Score is used to determine basals and ceilings.

BASALS AND CEILINGS

The Fluency basal:
9 or 10 on 2 consecutive stories.

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If no basal is achieved on the first 2 stories read, continue testing until a ceiling is reached or Story 16 is administered.

Then return to the entry point and continue in reverse order until a basal is reached OR Story 1 is administered.

Every story administered for Fluency is also scored for Comprehension.

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All stories below the basal are given full credit for Rate, Accuracy, and Fluency.

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No basal or ceiling rules apply for Comprehension, but students receive 5 points for each unadministered Comprehension story below the Fluency entry point or basal.

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The Fluency ceiling is reached when the student scores 0, 1, or 2 on two consecutive passages.

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Any stories administered beyond the ceiling do not receive credit.

(This could happen because of peculiarities in testing, administrator error, or "testing the limits.")

BASAL/CEILING EXAMPLES

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NO BASAL

Student did not reach a basal at the entry point. Examiner continued to the ceiling and then worked backward for the basal.

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NO BASAL

MULTIPLE BASALS

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No ceiling...

TRUE CEILING

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MARKING

Each deviation from print is marked in the Examiner Record Book.

Miscue Marking System
will provide more diagnostic information and allow for miscue analysis.

For each miscue, the student's actual response is written above the text.

Substitutions - write substituted word above the text word, in addition to placing a slash on the text word.

knew/felt

Self-corrections- write the miscue above the text word; draw arrow from miscue to text word.

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Additions- place a slash between the words where the addition occurs; write the added word above and place a caret below the added words.

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Omissions- circle the omitted word and write a slash through it.

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Reversals- place ~over letters or words that were transposed.

Repetitions- draw an arrow under the words repeated. Repetition of a single word doesn't count as a miscue. If the student adds additional text, it does.

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Repetitions?

Yes or no?

COMPREHENSION

Scoring is relatively straightforward, but follow these conventions:

Scoring Comprehension:
*If ? Asks for 1 word answer, & student responds w more than one word, ask "Just give me one word."

If s/he still answers w more than 1 word, mark as wrong.

* If the student provides a synonym for the correct response, score as correct.
e.g., child/kid

...unless the question is looking for a specific word- "What one word in the story was used to describe the box?"

*Occasionally the printed responses lists words in parentheses. These are elaborations, which are accepted as correct.

*When the answer has a list of words separated by semi-colons, accept any of the answers as correct.

"How do you think the jay felt at the end of the story?"

Proud of her idea; thirst quenched; relieved; satisfied.

(any one is correct)

*Words appearing in italics are notes to the examiner.

"Name two animals in this story."

The correct response states "Only two from among: cows, hens, pigs, ducks, fish."

OBTAINING RATE, ACCURACY, AND FLUENCY SCORES

It is essential to have an accurate age. When using scoring tables, do not round up!

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I find it easier to avoid doing "age math" and use the Pearson age calculator.

It's available online but also as a free app from Pearson UK.

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Use the table below each story to convert Time and Deviations from Print to Rate, Accuracy, and Fluency scores.

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Transfer the scores from each story to the cover page.

Using basal and ceiling rules, sum the total scores for Rate, Accuracy, Fluency, and Comprehension.

Use the conversion charts in Appendix B, to convert raw scores to AE, GE, %iles, and Scaled Scores.

Be sure to use the correct charts for the form of the test you have administered (A, B)

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For Scaled Score and %ile, there are individual tables for Rate, Accuracy, Fluency, and Comprehension.

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Use Table A to convert raw scores for R, A, F, and C to Age and Grade Equivalents.

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Add the Scaled Scores for Fluency and Comprehension; use Table D to obtain Oral Reading %ile and Oral Reading Index.

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