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First
grade students are given six Marie Clay tasks and a test of auditory
analysis. The following is a brief description of each:
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Letter
Identification Task: The student is asked to
identify letter names, sounds and/or words starting with a particular
sound.
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Ohio Word Task:
This is a basic sight word task. The child is asked to
read a list of words in isolation.
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Writing
Vocabulary: This test determines a child’s ability
to write known words when given prompts (child’s name, family members’
names, names of pets, etc.)
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Dictation Task:
(Hearing and Recording Sounds) The child writes a simple,
slowly dictated sentence. The September sentence does not include the
more difficult sounds such as diphthongs, r-controlled vowels, etc. The
sentence is more complex in the May testing as the year progresses and
first grade reading expectations increase.
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Concepts About
Print: This test identifies the child’s
understanding of basic concepts about print such as directionality (does
the child read from left to right, top to bottom) return sweep, meaning
of punctuation, one to one word correspondence, etc.
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Test of
Auditory Analysis: This tests a child’s auditory
perceptual skills and shows how a child manipulates sounds.
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Text Reading:
The child reads leveled texts revealing the child’s:
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Independent level (95 to 100 percent correct)
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Instructional level (90 to 94 percent correct)
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Frustration level (89 percent or below)
This test provides valuable insights into:
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How the reader orchestrates effective reading (on easier
materials).
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How processing and problem-solving can be done (on
instructional texts).
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How and when effective processing breaks down (on the
more difficult materials).
*Clay, Marie M. An Observation Survey of
Early Literacy Achievement, Heinemann, Aukland, 1993. |
