KTEA3 Overview
KTEA3 Overview
Overview: Part 2
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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
Associational Fluency Comprehension Expression
Listening Comprehension Reading Comprehension Written Expression
Oral Expression
Listening Comprehension Oral Expression
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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.
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Referral for Reading Difficulties Reading Referral Questions Related to KTEA-3 Subtests
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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
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Overview of KTEA-3: Part II
Adam Scheller, Ph.D.
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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• 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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Overview of KTEA-3: Part II
Adam Scheller, Ph.D.
• 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…
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Overview of KTEA-3: Part II
Adam Scheller, Ph.D.
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