Appendix A The Test of Silent Word Reading Fluency The Test of Silent Word Reading Fluency (TOSWRF) measures

a student's ability to recognize printed words accurately and efficiently. It is composed of two equivalent Student Record Forms and a test manual. The TOSWRF can be used by classroom teachers, special education teachers, reading specialists, school psychologists, or any other education professional who has some training in standardized test administration. It was normed using a representative sample of more than 3,592 individuals ranging in age from 6-6 to 17-11 years and residing in 34 states. The TOSWRF yields raw scores, standard scores, percentiles, and age and grade equivalents. Using a testing format originally pioneered by Guilford in his Structure of Intellect studies, the TOSWRF measures a student's current reading skill levels by counting the number of printed words that he or she can identify within 3 minutes. Students are presented with rows of words, ordered by reading difficulty; no spaces appear between the words (e.g., dimhowfigblue). Students are given 3 minutes to draw a line between the boundaries of as many words as possible (e.g., dim/how/fig/blue). Two equivalent forms (A and B) are provided. Either one of these or both may be administered to a single child or an entire classroom of children, depending on the purpose of the assessment. The TOSWRF accurately identifies students who are struggling with reading. It can also be used for monitoring reading progress and as a research tool. Because the test can be administered easily and quickly in a group format, it is an efficient and cost-effective screening method. The TOSWRF is not intended to be the sole measure for making eligibility or placement decisions; rather, it is best used as an initial screening measure to identify poor readers. Once students with poor reading skills have been identified, a more detailed diagnostic assessment can help determine the factors contributing to reading difficulties and the goals for intervention. The Word Identification and Spelling Test The WIST is a nationally standardized, individually administered diagnostic test that assesses students' fundamental literacy skills. It can be used by anyone who has training in standardized test administration. It was was normed on a representative sample of 1520 children and adolescents ranging in age from 7 to 18 years who resided in 16 states.

The WIST has three subtests which can be used in either the Norm-Referenced or Informal assessment. The Norm-Referenced assessment has two "core" subtests (Word Identification and Spelling) and one "supplemental" subtest (Sound-Symbol Knowledge) and a composite score (called the Fundamental Literacy Index). On the Informal assessment, the scores are used for clinical and instructional purposes. The three subtests of the WIST are: 1. Word Identification: Word Identification measures word reading accuracy which includes (a) students' sight recognition of familiar words and their ability to apply word attack skills in order to decode unfamiliar words and (b) their sight recognition or orthographic memory of high frequency words with one or more irregularities.

2. Spelling: The spelling subtest assesses students' ability to spell words correctly from dictation. Specifically measures students' (a) recall of correct letter sequences for familiar words or ones ability to apply sound/symbol relationships and rules of English orthography in order to spell unfamiliar words and (b) their recall of letter order in high-frequency words with one or more irregularities. 3. Sound-Symbol Knowledge: This subtest assesses a student's ability to associate sound(s) (i.e., phonemes) with specific letter(s) (i.e., graphemes). Three informal procedures provide additional diagnostic information about the student's performance on: (a) the test items, (b) sound-symbol skills, and (c) errors peculiar to written words. Information from these analyses will enhance the examiner's interpretation of the child's test performance and help formulate a literacy intervention plan. ProEd International Publishing http://www.proedinc.com/customer/ProductView.aspx?ID=2031&sSearchWord=wist

Appendix B An adapted version of the Wilson Assessment of Decoding and Encoding

Appendix C Weekly or Daily dictation exercise

Teacher dictates and students write answers.

Sounds: /kw/, /sh/, /th/, /p/, /v/ Words: stack, trade, dislike, careless, smiling Sight words: friend, should, where Sentences: Dave will finish the game in time for a late lunch. The bike got stuck in the sand dunes. You must use these brakes for stopping.

References Anderson, Neil J.(2003). Active Skills for Reading: Book 1,Boston: Thompson Heinle. August, Diane and Hakuta, Kenji, Improving Schooling for Language-Minority Children, A Research Agenda, National Academy Press, Washington, (1997) Birch, Barbara M.(2007.) English L2 Reading, Getting to the Bottom, Lawrence Erlbaum Associates, Inc, Mahwah, New Jersey. Birch, Barbara M., Nurturing Bottom-Up Reading Strategies, Too, TESOL Journal, Winter 1998, 18-22. Burt, Miriam, Peyton, Joy Kreeft, Adams, Rebecca (2004) Reading and Adult English Language Learners, A Review of the Research. Burt, Miriam, Peyton, Joy Kreeft, Van Duzer, Carol (2005). How Should Adult ESL Reading Instruction Differ From ABE Reading Instruction? Center for Adult English Language Acquisition. Eskey,D.(1988). Holding in the bottom: An interactive approach to the language problems of second language readers. In P. Carrell,J.Devine,& D. Eskey (Eds.), Interactive approaches to second language reading (pp. 93-100). Cambridge, England: Cambridge University Press. The Big Ideas, retrieved from http://reading.uoregon.edu/big_ideas Jones, Monica L.,Phonics in ESL Literacy Instruction: Functional or Not?, retrieved from http://www.literacyonline.org Kruidenier,J. Research-based principles for adult basic education reading instruction., Washington, DC: National Institute for Literacy. Retrieved from www.nifl.gov/partnershipforreading/publication/html/adult_ed/index.html Leseaux, Nonie K., Siegel, Linda S.(2003)The Development of Reading in Children Who Speak English as a Second Language. Linan-Thompson, Linda, Vaughn, Sharon (2007). Research-Based methods of Reading Instruction for English Language Learners, Grades K-4. Alexandria, VA: Association for Supervision and Curriculum Development. McEntire, Jo,(2004) Read Ahead, Reading and Life Skills Development 2, White Plains, NY:Pearson Education, Inc. Nation, I.M.P. (2000). Learning Vocabulary in lexical sets: Dangers and guidelines. TESOL Journal, 9(2), 6-10.

National Institute for Child Health and Development, The National Reading Panel, The Report of the National Reading Panel, 2000. Reppen, Randi, Grammar and Beyond 1, (2012). New York: Cambridge University Press. Rivas, Rosa Maria Mera, Reading in recent ELT coursebooks, ELT Journal Volume 53/1 January 1999, Oxford University Press, 1999. Seuss, Dr. (1965). New York: Beginner Books Stuart, Morag, Getting Ready for reading: Early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners, British Journal of Educational Psychology, (1999), 69,587-605 Test of Silent Word Reading Fluency (TOSWRF), retrieved from http://proedinc.com Wilson, Barbara A., (2008) The Wilson Assessment of Decoding and Encoding Users Guide, Oxford, MA:Wilson Language Training Corporation. Wilson, Barbara A.,(2012) Wilson Just Words Instructor Manual, Oxford, MA:Wilson Language Training Corporation. Word Identification and Spelling Test (WIST), retrieved from http://proedinc.com