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Recent news

(December 5, 2014)


Mineola U.F.S.D ranks in top 5% of 923 NY State school districts in 2015  survey.


The Best Public School Districts ranking provides a comprehensive assessment of the overall experience at public school districts in the United States and Puerto Rico. It uses data sourced from various government and public data sets, Niche’s own proprietary data, and 4,624,238 opinion-based survey responses across a variety of topics from 287,606 current students, recent alumni, and parents.



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(November 5, 2014)


P-O-S-E(c) Spelling test accommodation for students with hearing impairment



Working with hearing-impaired children using hearing aids or cochlear implants, research associate Rebecca F. Kooper, Au.D. has devised the following accommodation for administering the P-O-S-E spelling test.


In order to determine that the dictated spelling word was heard correctly, Dr. Kooper suggests having the student orally repeat the dictated word before writing the spelling response on the form.


Initial and final consonant errors notwithstanding, if the target vowel phoneme is articulated correctly, the P-O-S-E(c) spelling response - correct or incorrect - may be considered valid. If the target vowel phoneme is articulated in error, asterisk the  response, independently note the phonemic substitution and score that specific P-O-S-E(c) spelling item as error type: "vowel omitted".


Post-testing, this additional information can serve as the basis for auditory vowel training with possible reassessment of corrective amplification / cochlear implant parameters.

(October 14, 2014)


P-O-S-E(c) Prospectus for DIstrict Directors of Curriculum



View a Powerpoint presentation for school district Directors of Curriculum summarizing applicability of the Phonological-Orthographic Substitution Evaluation to their literacy enhancement programs.



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(September 30, 2014)


Training Videos:


1. P-O-S-E(C) individual spelling non-word test in real time

2. P-O-S-E(C) individual reading non- & real word test in real time




View  streaming videos of P-O-S-E spelling (non-word) and reading (non- and real word) testing done in real time with a single grade three student. The Phonological-Orthographic Substitution Evaluation (c) (P-O-S-E) test of short vowel proficiency consists of two parts: 1.  Spelling (30 non-words, 30 real words 10 each CVC, CCVCC and CVCe) and 30 low probability of occurrence real words. 2.Reading (same materials and format). The Spelling portion may be administered individually (present video), single classroom or large group (see Group Spelling video). The Reading portion requires one-on-one administration. The P-O-S-E(c) error score is calculated as the percentage of total vowel errors among the 120 test items.



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(September 24, 2014)


P-O-S-E(c) large group spelling non-word test in real time



View a streaming video of P-O-S-E spelling (non-word) testing done in real time with three third grade classes of 75 students. This example is also  representive of the exact protocol for the real word half of the P-O-S-E(c) test. Total time for the non-word spelling test is 7 minutes or 15 minutes for both non- and real word spelling testing.



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(September 19, 2014)


Reading Issues in Children: What Audiologists Need to Know.

(Invited Presentation)


Carol Sullivan, MS, CCC/SLP

Rebecca Kooper, AuD, CCC/A

American Academy of Audiology

San Diego, CA, April, 2010


View Powerpoint-based presentation concerning literacy factors in children of which pediatric audiologists should be aware. Applicability of the P-O-S-E (c) is discussed with case studies.



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(September 18, 2014)

Ohio Student Promotion and the Third Grade Reading Guarantee



For the 2014-2015 school year, a student must reach at least a 394 on the Grade 3 Reading Ohio Achievement Assessment (OAA) to move on to the fourth grade. If a student does not reach that score, the student may still move on to fourth grade if they qualify for a retention exemption. These exemptions apply to: 


  • Limited English proficient students who have been enrolled in U.S. schools for less than three full school years and have had less than three years of instruction in an English as a Second Language program;

  • Special education students whose IEPs specifically exempt them from retention under the Third Grade Reading Guarantee;

  • Any student who has received intensive remediation for two years and was previously retained in kindergarten through the third grade; and

  • Students who demonstrate reading competency on a Reading OAA Alternative approved by the Ohio Department of Education.



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