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KTEA3 Overview

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KTEA3 Overview

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Overview of KTEA-3: Part II

Adam Scheller, Ph.D.

Overview: Part 2

Adam Scheller, Ph.D.


Senior Educational Consultant

Agenda What is KTEA-3?

1. KTEA-3 measures components of all eight specific


learning disability (SLD) areas identified in IDEIA, 2004 The Kaufman Test of Educational
as well as the areas of impairment specified by DSM–V.
2. How does KTEA-3 help professionals answer questions of Achievement, Third Edition (KTEA–3
why a student is underachieving, but also which
interventions are best to address a student’s needs? Comprehensive Form) is an individually
3. KTEA-3 provides parent/teacher/child intervention
suggestions that are based on a student’s KTEA-3 administered measure of academic
performance.
4. How does KTEA-3 relate to Common Core State achievement for grades pre-kindergarten
Standards?
5. What am I hearing about an upcoming combo report through 12 or ages 4 through 25 years.
with WISC-V and KABC-II?

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Core Composites and Subtests Reading-Related Subtests and Composites

Sound-Symbol Decoding
Reading
Phonological Processing Letter & Word Recognition
Letter & Word Recognition
Reading Comprehension Nonsense Word Decoding Nonsense Word Decoding

Math
Math Concepts & Application Reading Understanding Reading Fluency
Academic
Math Computation Reading Comprehension Word Recognition Fluency
Skills Battery
Reading Vocabulary Decoding Fluency
Written Language Silent Reading Fluency
Written Expression
Spelling

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Overview of KTEA-3: Part II
Adam Scheller, Ph.D.

Oral Language Subtests and Composites Cross-Domain Subtests and Composites

Orthographic Processing Academic Fluency


Oral Fluency Spelling Writing Fluency

Associational Fluency Letter Naming Facility Math Fluency

Object Naming Facility Word Recognition Fluency Decoding Fluency

Oral Language
Associational Fluency Comprehension Expression
Listening Comprehension Reading Comprehension Written Expression
Oral Expression
Listening Comprehension Oral Expression

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KTEA-3 Scores That Correspond to DSM-V Areas


KTEA-3 Scores and IDEIA DSM-V specific areas of impairment Corresponding KTEA–3 subtests
Letter & Word Recognition subtest
IDEIA Areas of Achievement Corresponding KTEA-3 Subtests Word reading accuracy Nonsense Word Decoding subtest
Decoding composite
Oral Expression Oral Expression Subtest
Word Recognition Fluency subtest
Listening Comprehension Listening Comprehension Subtest Impairment in reading Decoding Fluency subtest
Reading rate or fluency Silent Reading Fluency subtest
Letter & Word Recognition Subtests Reading Fluency composite
Nonsense Word Decoding Subtest Reading Comprehension subtest
Basic Reading Skills Reading comprehension Reading Understanding Composite
Reading Composite
Decoding Composite Spelling accuracy Spelling subtest

Written Expression: “Structure,” “Word Form,”


Reading Comprehension Subtest Impairment in written Grammar and punctuation accuracy and “Punctuation” error analysis categories
Reading Comprehension Reading Understanding Composite expression
Clarity or organization of written
Written Expression subtest: Essay item
Word Recognition Fluency Subtest expression
Decoding Fluency Subtest Math Concepts & Applications subtest:
Reading Fluency Skills Number sense
Silent Reading Fluency Subtest “Number Concepts” error analysis category
Reading Fluency Composite
Written Expression Subtest Math Fluency subtest
Written Expression Memorization of arithmetic facts Math Computation subtest: “Fact or
Written Language Composite Impairment in math Computation” error analysis category
Math Computation Subtest
Mathematics Calculation Math Computation subtest
Math Fluency Subtest Accurate or fluent calculation Math Fluency subtest
Mathematics Problem-Solving Math Concepts & Applications Subtest
Accurate math reasoning Math Concepts & Applications subtest 10

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KTEA-3 and CHC KTEA-3 and Information Processing Approach


Oral Language
Oral Language Subtest Broad Narrow Subtest Input Processing Output

Listening Comprehension Gc Listening Ability (LS)  Brief oral  Acquired achievement:  Brief oral
directions Language comprehension, (verbal)
Oral Expression Gc Communication Ability (CM) Listening ability response
 Auditory
Reading Subtest Broad Narrow verbal: Early  Sequential processing  Open-ended
Letter & Word Recognition Grw Reading Decoding (RD) items are and multiple-
 Auditory verbal working
spoken by choice
Reading Comprehension Grw Reading Comprehension (RC) Listening memory
examiner,
Comprehension
Silent Reading Fluency Grw/Gs Reading Speed (RS) later items  Executive functions:
Reading Vocabulary Grw Lexical Knowledge (VL) via audio Sustained attention, Short-
recording term memory for details,
Discrimination of essential
and nonessential
Other subtests in
information
manual.
Other subtests in manual.
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Overview of KTEA-3: Part II
Adam Scheller, Ph.D.

KTEA-3 Evaluation Selecting Subtests to Administer

• Guidance for selecting KTEA–3 subtests based on


specific reasons for referral:
• The KTEA–3 includes: – Comprehensive evaluation
– measures of academic achievement – Weakness in a specific academic area: writing, math,
 as well as or reading.
– some related areas of cognitive processing
• Subtests are suggested for testing hypotheses
about subtypes of learning problems and
• In some cases, you will need to supplement possible processing weaknesses that may be
KTEA–3 with one or more tests of: contributing to academic difficulties.
– These subtest suggestions are not intended to be
– Cognitive processing, or prescriptive.
– Intellectual ability – In most cases, subtests selection will change as
ongoing assessment results confirm or refute
hypotheses and as theories are ruled in or out.

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Comprehensive vs. Targeted Eval Referral for a Comprehensive Evaluation

• Administer the subtests required for:


• The evaluation of areas of strength and weakness is
– Academic Skills Battery Composite
imperative to plan for individualized interventions,
rather than assessing only in the area of weakness. – Oral Language Composite.
– To thoroughly evaluate S/W, a comprehensive evaluation – At nearly every age and grade, these subtests will
may be preferred when evaluating for possible learning yield each of the domain composites that are
disorders and for “Tier 3” evaluations in an RTI model. available for the examinee’s age or grade.
• However, a comprehensive evaluation may not be • Generally recommended for students
needed
– when an examiner already has good assessment data in
presenting with a weakness in one or more
other academic areas, or academic areas
– when the examiner is screening students in a specific area. • Again, think about whether KTEA–3 may need
– For these purposes, a more targeted assessment plan may
be warranted. to be supplemented with other norm-
(Hale, J., Alfonso, V., Berninger, V., Bracken, B., referenced tests and measures.
Christo, C., Clark, E., & Yalof, J., 2010).
15 | Copyright © 2014 Pearson. All rights reserved. 16 | Copyright © 2014 Pearson. All rights reserved.

Referral for Reading Difficulties Reading Referral Questions Related to KTEA-3 Subtests

• Strongly Recommended Subtests: Letter & Word Recognition, Reading


Comprehension
• Letter & Word Recognition
• For word recognition weaknesses:
– Phonological Processing, Nonsense Word Decoding, Spelling, Word Recognition Fluency, and
– How well does the student read real words under

Letter Naming Facility (to evaluate rapid automatic naming); and
Associational Fluency (to evaluate possible word retrieval problems)
untimed conditions? Compare performance on
sight words and words with unpredictable
• For comprehension weaknesses:
– Listening Comprehension, Reading Vocabulary
patterns with regular words.
• For fluency weaknesses:
– Silent Reading Fluency, Word Recognition Fluency, and Decoding Fluency (these three combine
to form the Reading Fluency composite); and • Reading Comprehension
– Math Fluency, Writing Fluency, and Decoding Fluency (which combine to form the Academic
Fluency composite) – How well does the student comprehend literal
• For all reading referrals: and inferential information from written narrative
– Evaluation of verbal reasoning, perceptual reasoning, verbal working memory, and areas of
executive functioning, such as inhibition, using behavioral observations on the KTEA–3 and/or
and expository passages?
administering other norm-referenced tests

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Overview of KTEA-3: Part II
Adam Scheller, Ph.D.

Reading Referral Questions Related to KTEA-3 Subtests Reading Referral Questions Related to KTEA-3 Subtests

• If Reading Comprehension skills are weak, • Phonological Processing


also administer: – Does the student demonstrate weaknesses in areas of
phonological processing that might be contributing to
decoding and spelling problems?
• Listening Comprehension • Nonsense Word Decoding
– How well does the student comprehend literal and – How well is the student able to decode unfamiliar words?
inferential information from oral narrative and expository • Associational Fluency
passages? Are comprehension weaknesses general or
specific to reading? – Are there weaknesses in fluent word retrieval that might be
contributing to reading problems?
• Word Recognition Fluency
• Reading Vocabulary – How fluently (quickly and accurately) can the student read
– How well can the student identify or infer the meaning of real words under timed conditions?
words he or she reads? If performance is weak, consider – Are weaknesses in word identification primarily in speed,
evaluating oral receptive vocabulary as well accuracy, or both?

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Reading Referral Questions Related to KTEA-3 Subtests Qualitative Indicators


• Decoding Fluency • Observations of test-taking behavior are
– How fluently (quickly and accurately) can the student decode
nonsense words under timed conditions? necessary to fully interpret test performance.
• Spelling • Qualitative information helps develop, confirm,
– How well can the student spell regular and irregular words? or refute hypotheses about factors affecting the
– Do spelling errors suggest weaknesses in phonological and/or
orthographic awareness? examinee’s test performance.
• Silent Reading Fluency • Included for KTEA-3
– How quickly and accurately can the student read and comprehend – Not exhaustive, and examiners are encouraged to
words in context?
record other observations that might be diagnostically
• Choose based on age or letter knowledge: relevant.
– Letter Naming Facility – Hypotheses suggested by the observations should be
 Does the student have a rapid naming weakness that contributes to word cross-validated with other test data or non-test data
identification and reading fluency problems? (such as classroom observations and reports by
or teachers and parents) before being acted upon.
– Object Naming Facility (preferred if letter names are not well-learned) – In this way, quantitative and qualitative information
 For preschool/young elementary grades: is the student at risk for learning
disabilities or reading disorder? can work together for the benefit of the examinee.

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Qualitative Indicators & Q-global Example of Qualitative Indictors

• In the KTEA–3 standard report provided by Q-


global, subtest-specific qualitative
observations are entered for core and Oral Expression
supplemental subtests in the areas of: Responses were often illogical or not meaningful? Y N DK
Had difficulty using the target words correctly? Y N DK
– oral language Responded impulsively? Y N DK
– reading Frequently revised or reformulated his/her response? Y N DK
– writing Had difficulty with word finding? Y N DK
Responses were often fragments/incomplete? Y N DK
– math
• The standard report will display the possible
areas of cognitive processing weaknesses
suggested by the qualitative observations.

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Overview of KTEA-3: Part II
Adam Scheller, Ph.D.

EXAMPLE SUMMARY: Possible Areas of Cognitive Processing


Weaknesses Suggested by Qualitative Observations Clinical Model of Assessment
Language or

Automaticity/
Graphomotor

Orthographic
Phonological
Attention &
Achievement Processing

Processing

Processing

Processing
Processing

Reasoning
Functions

Language

Memory
Working
Area

Speed
Visual

Exec.

Fluid
RAN
• The KTEA–3 Comprehensive Form, like that of the
Oral Expression X K–TEA and the KTEA–II, was developed from a clinical
Listening X
Comprehension model of assessment in order to provide more than a
Basic Reading X profile of norm-referenced scores.
Reading X – Qualitative Indicators
Comprehension
Reading Fluency
• The error analysis system offers clear direction for
Spelling instructional interventions in all content areas by
X
Written Expression allowing the examiner to compare an examinee’s
pattern of errors to a normative reference group.
Math Calculation X
Math Problem Solving

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Subtests with Similar Formats Help with


Interventions
Comparative Analyses

• Pairs of subtests—Reading Comprehension and • Intervention statements are provided along with
Listening Comprehension, and Written error analysis results as part of the Clinician Report
Expression and Oral Expression—were developed to give teachers and clinicians helpful instructional
to have similar formats to enable useful recommendations.
comparisons to be made between each pair of • In addition, Parent intervention suggestions are
subtests. available as part of the Parent Report to provide
• These comparisons help the examiner parents with fun, playful educational activities to
distinguish specific problems in reading or strengthen their child’s basic academic skills at
writing from more general language problems. home.

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Parent – Child Interventions Examples of Parent-Child Interventions


• Reading Comprehension
– Pre-K/K
 Read to your child with inflection and gestures to convey
meaning (e.g., shiver and extend the sounds while reading,
• Examiners will have the options to select: ―the ice mountain was so cooold.‖)
 Read the same story repeatedly to allow your child to build
– one or all domains (e.g. reading, writing, math) for his/her memory and see the benefits of repeated reading
through his or her improved comprehension. Demonstrate
interventions, how much they recall by allowing them to ―fill-in-the-
blanks‖ of a favorite story or poem (e.g., Jack and Jill went
or up the . . .‖).
– Q-global to them for subtests with std scores below – 3rd – 5th
 Encourage your child to preview new words before reading
85. text (e.g., use an audio glossary or end of chapter glossary
to preview chapter terms) or pre-teach words with them
through discussing their meaning.
 Have your child see you use and access a dictionary (think
aloud – I don’t know that word, lets look it up).

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Overview of KTEA-3: Part II
Adam Scheller, Ph.D.

Examples of Parent-Child Interventions Common Core State Standards (CCSS)

• Written Expression
– 3rd – 5th
• The goal of the initiative is to:
 Engage your child in writing frequently and for a variety of – ―provide teachers and parents with a common
purposes (e.g., writing thank you notes, birthday cards, understanding of what students are expected to
holiday cards, invitations, etc.).
 Have your child write shopping lists and/or search and
learn‖ and ―define the knowledge and skills
―check off‖ needed items, or list amounts needed, from a students should have within their K–12 education
preprinted list. careers.‖
– 6th – 8th
 Get your child a planner that requires him/her to note • Many state assessments and curriculum-
important dates, after school events/practices, homework, based measures are designed to align closely
test dates, etc.
 Have your child routinely write thank you notes, holiday to the CCSS to determine how well students
cards, and/or update a family blog with a short descriptive have mastered these curriculum standards.
phrase about a recent family event.
(www.corestandards.org/about -the-standards)

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KTEA-3 and Common Core State Standards KTEA-3 Aligns with many CCSS, but…

• Incorporating CCSS skills into KTEA-3 was


important consideration
• KTEA-3 has included CCSS identifiers for • Overall coverage limited for two reasons:
every teaching objectives and intervention 1. Clinical Assessments (like the KTEA–3) are not
appropriate venues for measuring many of the
statement in the report.
CCSS, especially at the upper grade levels.
• As a clinical assessment (used frequently in 2. Grade-appropriate skills measured by the KTEA–3
educational settings), items needed to be subtests do not map perfectly or precisely to the
sensitive to S/W analysis and diagnoses. CCSS.
– Many clinically sensitive skills are also included in
CCSS.

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Example of CCSS and KTEA-3 Test Map


Subtest Grade
Coming Soon…
Domain K 1 2 3 4 5 6 7 8 9 10 11 12
Nonsense Word • Q-global
Decoding
– Scoring and Reporting
Phonics and Word
Recognition 1 2 3 4 5 – Combo report (WISC-V, KTEA-III, WIAT-III)
Reading
Comprehension
• Q-interactive
– Fall 2014
Craft and Structure 2 3 4 5 6 7 8
– A digital system that streamlines the entire
Key Ideas and Details 1 2 3 4 5 6 7 assessment process.
Phonics and – The clinician can create client profiles, choose and
Word Recognition 1 2 3 4 5 develop batteries, and review scored data through a
Vocabulary Acquisition secure web-portal.
and Use K 1 2 3 4 5 6 7 8
– Administration occurs using two tablets that "talk" to
Oral Expression each other via Bluetooth connection. The clinician
Conventions of Standard uses one to administer instructions, record and score
English K 1 2 3 4 5 6 7 responses, take notes, and control visual stimuli. The
Presentation of client uses the other to view and respond to stimuli.
Knowledge and Ideas K 1 2 3 4 5 6 7
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Overview of KTEA-3: Part II
Adam Scheller, Ph.D.

Upcoming AWESOME Tech


www.helloq.com

For more information…


1-800-627-7271
(for customers in the USA)

http://www.pearsonclinical.com/education.html
Search: KTEA-3

For Canadian customers,


1-866-335-8418 (Canada)
E-mail Customer Care Canada:
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