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Phonological-Orthographic Substitution Evaluation ©
Carol A. Sullivan, M.S
Roy F. Sullivan, Ph.D.
Rebecca F. Kooper, Au.D.
Questions and inquiries:
phone: (516) 248-POSE (7673)
NEWS / TRENDS
NEWS / TRENDS
P-O-S-E(c) Literacy Assessment Project:
Grade 3 2013-14 (n=180).
For the academic year 2013-2014, the P-O-S-E© program was fully implemented at our licensed beta site Mineola, U.F.S.D., Nassau County, Long Island, New York. The initial target population consisted of 180 Grade 3 students distributed in nine classes with a sizeable Spanish and Portuguese speaking ESL population. In Fall 3012, all Grade 3 students received a baseline P-O-S-E© assessment, baseline Fountas and Pinnell (F&P) Benchmark testing and baseline Northwest Evaluation Association Meaures of Academic Progress / Reading (NWEA MAP). When indicated by test outcome, P-O-S-E© remedial vowel training was implemented through ESL, Reading, Special Education, Speech-Language Pathology and General Education teachers. The school district limited RTI end-of-year P-O-S-E© RTI assessment to only those sudents with P-O-S-E(c) error scores of 12.5% or greater. Both F & P BEnchmarks and NWEA MAP Reading were applied to all available grade three students who also took the NY State English Language Arts examination (ELA). From an initial Grade 3 population of 180, 96 students provided paired baseline-RTI data on the P-O-S-E(c), F & P Benchmarks, NWEA MAP Reading as well as the 2014 ELA. Multiple correlations demonstrated significant differences and relationships among the findings of all test instruments
Click the image below to download and view the detailed report of findings (.pdf).
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