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Central Valley School Dist. Messages in this topic - RSS

Fountas & Pinnell Team
Fountas & Pinnell Team
Administrator
Posts: 9


6/15/2016
Fountas & Pinnell Team
Fountas & Pinnell Team
Administrator
Posts: 9
All of our Title I and many of our SpEd Resource teachers are implementing LLI. The Take Home books have enhanced our parent literacy program. Principals and classroom teachers are observing that students who have completed the LLI are also reading more effectively in other content areas, and that the gains are holding once exited from the program.


Title 1
Central Valley School Dist.
Spokane Valley, WA
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User 602649
User 602649
Posts: 3


5/16/2016
User 602649
User 602649
Posts: 3
We began implementing the BAS system in our district 3 months ago. We have many asking why are there nonsense word lists provided along with the high frequency word lists. Is there someone that can give a more educated answer to this question. Thanks in advance!
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User 562799
User 562799
Posts: 2


5/16/2016
User 562799
User 562799
Posts: 2
Where are you seeing a nonsense word list in the BAS?
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User 602649
User 602649
Posts: 3


5/18/2016
User 602649
User 602649
Posts: 3
I am so sorry! We have a fraction of teachers who believe a good assessment includes a nonsense word list. BAS does not have one and they want to know why it isn't included. While I have my own opinions on the matter, I was hoping someone more familiar with the topic could share their thoughts as to why it isn't something of importance in the BAS system.
Thanks for your your insight and help!
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User 562799
User 562799
Posts: 2


5/18/2016
User 562799
User 562799
Posts: 2
I have actually read several things that discuss why the use of nonsense words is inappropriate and/or their use to assess phonics knowledge may not garner accurate results. Here are a few:
Goodman, K. (Ed.). (2006). The truth about DIBELS: What it is and what it does. Portsmouth, NH: Heinemann. (section on the NWF assessment specifically)
Cunningham, J. W., Erickson, K. A., Spadorcia, S. A., Koppenhaver, D. A., Cunningham, P. M., Yoder, D. E., & McKenna, M. C. (1999). Assessing decoding from an onset-rime perspective. Journal of Literacy Research, 31(4), 391-414.
Treiman, R., Goswami, U., Bruck, M. (1990). Not all nonwords are alike: Implications for reading development and theory. Memory & Cognition, 18(6), 559-567.
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