Egra Components 72314t
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Early Grades Reading Assessment (EGRA) - Components
Philippine Version
The EGRA EGRA and EGRA-based assessments can be used to: identify needs intervene monitor student learning and progress
Reading Skills That Influence Reading Success*
phonemic
awareness
phonics
vocabulary fluency comprehension
*
Identified by US National Reading
phonemic
awareness - instruction designed to teach children the ability to focus on, manipulate, and break apart the sounds (or phonemes) in words
phonics - instruction designed to help readers understand and apply the knowledge of how letters are linked to sounds (phonemes) to form letter-sound (grapheme-phoneme) correspondences and spelling patterns
fluency
- instruction, primarily through guided oral reading, that reinforces the ability to read orally with speed, accuracy, and proper expression
vocabulary
- instruction, both
explicit and implicit, in order to increase both oral and print knowledge of words, a critical component of comprehension and
Requirements of Successful Assessments: the assessment should be related to existing performance expectations and benchmarks
the assessment should correlate with later desired skills
it must be possible to modify or improve upon the skills through additional instruction
EGRA Components
Compone nt
Early reading skill
Skill demonstrated by pupils
• Letter name knowled ge •Phonemi c awarene ss
Letter Provide the name of recognitio upper- and lowercase n letters in random order
• Letter
Phonics
Phonemic awarenes s
Segment words into phonemes Identify the initial sounds in different words Provide the sound of
EGRA Components Compone nt
Early reading skill
Skill demonstrated by pupils
Word • Familiar reading word reading
Read simple and common one- and two-syllable words
•Unfamili Alphabeti ar c principle nonword reading
Make graphemephoneme correspondences (GPCs) through the reading of simple
EGRA Components Compon ent
•Oral reading fluency with compre hen sion •Readin g compre
Early reading skill
Skill demonstrated by pupils
Oral reading fluency
Read a text with accuracy, with little effort, and at a sufficient rate
Reading comprehen sion
Respond correctly to different types of questions, including
EGRA Components Early Skill demonstrated by Compone reading skill pupils nt
Listening • Listenin comprehen g sion compre hen sion
Respond correctly to different types of questions including literal and inferential questions about the text read to them
•Dictatio Alphabetic n principle
Write, spell and use grammar properly with
EGRA
Philippine Adaptation Orientation to print
Letter name knowledge
Letter name knowledge
Letter sound knowledge
Letter sound knowledge
Phonemic awareness
Initial sound discrimination
Familiar word reading
Familiar word reading
Unfamiliar nonword reading
Invented word decoding
Oral reading fluency and comprehension
Oral reading fluency and comprehension
Listening Comprehension
Listening Comprehension
Dictation
Dictation
Description of the 1. Orientation to Print Tests
Understanding of how print works or the knowledge of the “rules” of print material
Tests the children’s ability to understand basic rules of print:
◦ Where to begin reading on the page ◦ Where to read next ◦ Where to read when at the end of the line
Students are scored on the number of correct response to total questions asked
2. Letter Name Knowledge
the most basic of assessments of student reading preparedness (and risk).
a consistent predictor of reading development for native speakers of English, French, and other alphabetic languages
In this assessment of letter name knowledge, students are asked to provide the names of all the letters that they can, within a one-minute
The full set of letters of the alphabet is listed in random order, 10 letters to a row, using a clear, large, and familiar font in horizontal rows with each letter presented multiple times.
Letters are to be selected based on the frequency with which the letter occurs in the language in question.
Randomization is used to prevent students from reciting a memorized alphabet - that is, to test for actual automaticity of letter recognition and translation of print to sound.
Scoring The
child’s score for this subtest should be calculated as the number of correct letters per minute.
If
the child completes all of the words before the time expires, the time of completion should be recorded and the calculations should be based on that time period.
Enumerators/Teachers
should mark any incorrect letters with a slash (/), place a bracket (]) after the last letter named, and record the time remaining on the stopwatch at the completion of the exercise.
Variables are: Total letters read Total incorrect Time remaining on stopwatch These three data points are then used to calculate the total correct letters per minute (CLPM): CLPM = (Total letters read – Total incorrect) / (60 – Time)
Early Stop Rule:
Discontinue only if the child provides incorrect response to all of the first 10 letters.
3.a Letter Sound Knowledge (Phonemic Awareness) This
ability to identify sounds in words, to separate words into sounds, and to manipulate those sounds
It
is part of a broader term phonological awareness, which is a more general appreciation of the sounds of speech as distinct from their meaning
Early Stop Rule:
Discontinue only if the child provides incorrect response to all of the first 10 letters.
Test is marked as discontinued
3b: Initial Sound Knowledge
Assesses children’s ability to identify the beginning sound of words read out loud
Students are scored on the number of correct sounds identified.
Early Stop Rule:
Discontinue only if the child provides incorrect response to all of the first 5 items.
Test is marked as discontinued
4: Familiar Word Reading
Assesses word recognition or sight recognition of words using a list of highfrequency words which is arranged in increasing difficulty
Tests children’s ability to read as many words as they can within one minute
Students are scored on the number of correct words read per minute
Early Stop Rule:
Discontinue only if the child provides incorrect response to all of the first 5 words.
Test is marked as discontinued.
5. Invented Word Decoding
Tests children’s ability to decode CVC words that are pseudoword or non-sense word as many as they can within one minute
Students are scored on the number of correct non-words read per minute.
Early Stop Rule:
Discontinue only if the child provides incorrect response to all of the first 5 words.
Test is marked as discontinued.
6. Oral age Reading and Comprehension
Tests children’s oral reading fluency and their ability to respond correctly to literal and inferential questions about the text
Students are scored on the number of correct words per minute, and the number of comprehension questions answered correctly.
Early Stop Rule:
Discontinue only if the child provides incorrect response to all of the first 6 words.
Test is marked as discontinued.
7. Listening Comprehension
Tests students’ ability to listen to a age being read and answer literal and inferential questions about the text
Students are scored on the number of statements they answer correctly
8. Dictation
Tests both oral comprehension and writing skills particularly the ability to hear sounds and correctly write the letters or words, and use grammar properly
Students are scored on a simple scale that captures accuracy for vowel and consonant sounds, spelling, spacing and direction of text, capitalization and punctuation.
8. Dictation Give the pupil a lined page and a pencil for writing. Place them in front of the child. Then read the instructions below. Say,
8. Dictation Go to the store and buy some rice and sugar. Grade 1 Go (wait 5 seconds) to (wait 5 seconds) the (wait 5 seconds) store (wait 5 seconds) and (wait 5 seconds) buy (wait 5 seconds) some (wait 5 seconds) rice (wait 5 seconds) and (wait 5 seconds) sugar (wait 5 seconds) Go to the store and buy some rice and sugar. (wait 15 seconds)
Grade 2-3
General Reminders:
The time that the interview will begin and end should be indicated in am or pm. The starting time will be filled in before beginning the application.
In different sections of the instrument, the child will be asked if he or she has understood what needs to be done. In the case that the child has not understood, repeat the example a second and if necessary a third time.
General Reminders:
Explain to the child that the stop watch measures the time it takes for him or her to read and that this is the reason it would be best to continue until asked to stop.
Follow the “auto-stop” rule if the child cannot provide any correct response in the first line of the components 2, 3a, 4, 5 and 6 or first half of component 3b. Do not apply any pressure on the child. The enumerator should check the box at the bottom of the page and move on to the next section.
General Reminders:
Time should be taken if the child cannot read and indicate how much time was given for reading .
Any omission in the reading process (such as if an entire line is skipped, it must be marked incorrect).
Reminders on Particular Sections:
Components 2, 3a, 3b, 4, 5 • When a child is told to “please start” but does not begin immediately, the should begin timing with the stop watch once the child begins to say the letters
Component 5 • The child can follow a reading with his or her finger. • In reading comprehension questions the answer is found in parenthesis
Reminders on Particular Sections:
Component 6 •The child can follow reading with his or her finger. •
In reading comprehension questions, the answer is found in parenthesis below each question. Be careful not to read these answers to the pupil.
Reminders on Particular Sections:
Component 7 • Read the story to the child only once.
Component 8 • Enumerator should give the pencil and pad paper to the child to write his/her response, and asks the child to write her name before starting the exercise. •
Second reading of the sentence must be done in small groups of words, with up to ten seconds between groups to permit the child to start writing.
Reminders on Particular Sections:
Component 8 • Read the sentence a third and final time for the child to “check” his or her work, even if the child has been unable to write anything. •
Make sure the child’s dictation response sheet is firmly attached to the toolkit. The dictation will be scored at another time. (It does not need to be done while at the school.) But it must be linked to the same pupil.
Reminders on Particular Sections:
Pupil Context Interview •
It should be istered verbally. Do not read aloud any response options, but rather let the child answer and then choose the corresponding response form the options provided, or write the child’s response if there are no response options provided or if the response is “other”.
Philippine Version
The EGRA EGRA and EGRA-based assessments can be used to: identify needs intervene monitor student learning and progress
Reading Skills That Influence Reading Success*
phonemic
awareness
phonics
vocabulary fluency comprehension
*
Identified by US National Reading
phonemic
awareness - instruction designed to teach children the ability to focus on, manipulate, and break apart the sounds (or phonemes) in words
phonics - instruction designed to help readers understand and apply the knowledge of how letters are linked to sounds (phonemes) to form letter-sound (grapheme-phoneme) correspondences and spelling patterns
fluency
- instruction, primarily through guided oral reading, that reinforces the ability to read orally with speed, accuracy, and proper expression
vocabulary
- instruction, both
explicit and implicit, in order to increase both oral and print knowledge of words, a critical component of comprehension and
Requirements of Successful Assessments: the assessment should be related to existing performance expectations and benchmarks
the assessment should correlate with later desired skills
it must be possible to modify or improve upon the skills through additional instruction
EGRA Components
Compone nt
Early reading skill
Skill demonstrated by pupils
• Letter name knowled ge •Phonemi c awarene ss
Letter Provide the name of recognitio upper- and lowercase n letters in random order
• Letter
Phonics
Phonemic awarenes s
Segment words into phonemes Identify the initial sounds in different words Provide the sound of
EGRA Components Compone nt
Early reading skill
Skill demonstrated by pupils
Word • Familiar reading word reading
Read simple and common one- and two-syllable words
•Unfamili Alphabeti ar c principle nonword reading
Make graphemephoneme correspondences (GPCs) through the reading of simple
EGRA Components Compon ent
•Oral reading fluency with compre hen sion •Readin g compre
Early reading skill
Skill demonstrated by pupils
Oral reading fluency
Read a text with accuracy, with little effort, and at a sufficient rate
Reading comprehen sion
Respond correctly to different types of questions, including
EGRA Components Early Skill demonstrated by Compone reading skill pupils nt
Listening • Listenin comprehen g sion compre hen sion
Respond correctly to different types of questions including literal and inferential questions about the text read to them
•Dictatio Alphabetic n principle
Write, spell and use grammar properly with
EGRA
Philippine Adaptation Orientation to print
Letter name knowledge
Letter name knowledge
Letter sound knowledge
Letter sound knowledge
Phonemic awareness
Initial sound discrimination
Familiar word reading
Familiar word reading
Unfamiliar nonword reading
Invented word decoding
Oral reading fluency and comprehension
Oral reading fluency and comprehension
Listening Comprehension
Listening Comprehension
Dictation
Dictation
Description of the 1. Orientation to Print Tests
Understanding of how print works or the knowledge of the “rules” of print material
Tests the children’s ability to understand basic rules of print:
◦ Where to begin reading on the page ◦ Where to read next ◦ Where to read when at the end of the line
Students are scored on the number of correct response to total questions asked
2. Letter Name Knowledge
the most basic of assessments of student reading preparedness (and risk).
a consistent predictor of reading development for native speakers of English, French, and other alphabetic languages
In this assessment of letter name knowledge, students are asked to provide the names of all the letters that they can, within a one-minute
The full set of letters of the alphabet is listed in random order, 10 letters to a row, using a clear, large, and familiar font in horizontal rows with each letter presented multiple times.
Letters are to be selected based on the frequency with which the letter occurs in the language in question.
Randomization is used to prevent students from reciting a memorized alphabet - that is, to test for actual automaticity of letter recognition and translation of print to sound.
Scoring The
child’s score for this subtest should be calculated as the number of correct letters per minute.
If
the child completes all of the words before the time expires, the time of completion should be recorded and the calculations should be based on that time period.
Enumerators/Teachers
should mark any incorrect letters with a slash (/), place a bracket (]) after the last letter named, and record the time remaining on the stopwatch at the completion of the exercise.
Variables are: Total letters read Total incorrect Time remaining on stopwatch These three data points are then used to calculate the total correct letters per minute (CLPM): CLPM = (Total letters read – Total incorrect) / (60 – Time)
Early Stop Rule:
Discontinue only if the child provides incorrect response to all of the first 10 letters.
3.a Letter Sound Knowledge (Phonemic Awareness) This
ability to identify sounds in words, to separate words into sounds, and to manipulate those sounds
It
is part of a broader term phonological awareness, which is a more general appreciation of the sounds of speech as distinct from their meaning
Early Stop Rule:
Discontinue only if the child provides incorrect response to all of the first 10 letters.
Test is marked as discontinued
3b: Initial Sound Knowledge
Assesses children’s ability to identify the beginning sound of words read out loud
Students are scored on the number of correct sounds identified.
Early Stop Rule:
Discontinue only if the child provides incorrect response to all of the first 5 items.
Test is marked as discontinued
4: Familiar Word Reading
Assesses word recognition or sight recognition of words using a list of highfrequency words which is arranged in increasing difficulty
Tests children’s ability to read as many words as they can within one minute
Students are scored on the number of correct words read per minute
Early Stop Rule:
Discontinue only if the child provides incorrect response to all of the first 5 words.
Test is marked as discontinued.
5. Invented Word Decoding
Tests children’s ability to decode CVC words that are pseudoword or non-sense word as many as they can within one minute
Students are scored on the number of correct non-words read per minute.
Early Stop Rule:
Discontinue only if the child provides incorrect response to all of the first 5 words.
Test is marked as discontinued.
6. Oral age Reading and Comprehension
Tests children’s oral reading fluency and their ability to respond correctly to literal and inferential questions about the text
Students are scored on the number of correct words per minute, and the number of comprehension questions answered correctly.
Early Stop Rule:
Discontinue only if the child provides incorrect response to all of the first 6 words.
Test is marked as discontinued.
7. Listening Comprehension
Tests students’ ability to listen to a age being read and answer literal and inferential questions about the text
Students are scored on the number of statements they answer correctly
8. Dictation
Tests both oral comprehension and writing skills particularly the ability to hear sounds and correctly write the letters or words, and use grammar properly
Students are scored on a simple scale that captures accuracy for vowel and consonant sounds, spelling, spacing and direction of text, capitalization and punctuation.
8. Dictation Give the pupil a lined page and a pencil for writing. Place them in front of the child. Then read the instructions below. Say,
8. Dictation Go to the store and buy some rice and sugar. Grade 1 Go (wait 5 seconds) to (wait 5 seconds) the (wait 5 seconds) store (wait 5 seconds) and (wait 5 seconds) buy (wait 5 seconds) some (wait 5 seconds) rice (wait 5 seconds) and (wait 5 seconds) sugar (wait 5 seconds) Go to the store and buy some rice and sugar. (wait 15 seconds)
Grade 2-3
General Reminders:
The time that the interview will begin and end should be indicated in am or pm. The starting time will be filled in before beginning the application.
In different sections of the instrument, the child will be asked if he or she has understood what needs to be done. In the case that the child has not understood, repeat the example a second and if necessary a third time.
General Reminders:
Explain to the child that the stop watch measures the time it takes for him or her to read and that this is the reason it would be best to continue until asked to stop.
Follow the “auto-stop” rule if the child cannot provide any correct response in the first line of the components 2, 3a, 4, 5 and 6 or first half of component 3b. Do not apply any pressure on the child. The enumerator should check the box at the bottom of the page and move on to the next section.
General Reminders:
Time should be taken if the child cannot read and indicate how much time was given for reading .
Any omission in the reading process (such as if an entire line is skipped, it must be marked incorrect).
Reminders on Particular Sections:
Components 2, 3a, 3b, 4, 5 • When a child is told to “please start” but does not begin immediately, the should begin timing with the stop watch once the child begins to say the letters
Component 5 • The child can follow a reading with his or her finger. • In reading comprehension questions the answer is found in parenthesis
Reminders on Particular Sections:
Component 6 •The child can follow reading with his or her finger. •
In reading comprehension questions, the answer is found in parenthesis below each question. Be careful not to read these answers to the pupil.
Reminders on Particular Sections:
Component 7 • Read the story to the child only once.
Component 8 • Enumerator should give the pencil and pad paper to the child to write his/her response, and asks the child to write her name before starting the exercise. •
Second reading of the sentence must be done in small groups of words, with up to ten seconds between groups to permit the child to start writing.
Reminders on Particular Sections:
Component 8 • Read the sentence a third and final time for the child to “check” his or her work, even if the child has been unable to write anything. •
Make sure the child’s dictation response sheet is firmly attached to the toolkit. The dictation will be scored at another time. (It does not need to be done while at the school.) But it must be linked to the same pupil.
Reminders on Particular Sections:
Pupil Context Interview •
It should be istered verbally. Do not read aloud any response options, but rather let the child answer and then choose the corresponding response form the options provided, or write the child’s response if there are no response options provided or if the response is “other”.
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