LETRS Unit 1 Sessions 1-8

LETRS Unit 1 Sessions 1-8 Assessment/Quizzes. LETRS Unit 1 - Session 1. Phonics - The study of the relationships between letters and the sounds they represent; also used to describe code based instruction Phonemic Awareness - The conscious awareness of the individual speech sounds (consonants and vowels) in spike syllables and the ability to manipulate those sounds syllable - a unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or a part of a word orthography - A writing system for representing language. morphophonemic - Deep alphabetic writing system organized by both sound-symbol correspondences and morphology Morpheme - in language, the smallest unit that carries meaning, it may be a single sound (/s/ plural), one syllable (suffix -ful), or multiple syllables (prefix inter-) cognate - A word in one language that shares a common ancestor and common meanings with a word in another language metalinguistic awareness - The ability to think about and reflect in reflect on the structure of language itself Decoding - The ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences Simple View of Reading - Word recognition X Language comprehension = reading comprehension LETRS Unit 1 - Session 1 (2) Phonics - relationship between letters and sounds. Code based instruction. Phonemic Awareness - awareness of individual speech sounds (consonants and vowels) in spoken syllables and the ability to consciously manipulate those sounds. Alphabetic Writing is less than years old. - 5,000 90% of all spoken languages have no - written form, let alone an alphabet that represents the separate sounds of speech. Syllable - the unit of pronunciation that is organized around a vowel; it may or may not have a consonant after the vowel. Egyptians invented the first alphabet in - 2,000 BCE Phoenician alphabet was developed in and was the granfather of our alphabet 19 of 26 letters can be traced. - 1,000 BCE Modern American English spelling was settled in 1828 with - Webster's Dictionary Orthograpy - a writing system for representing language Morphonphonemic - alphabetic writing principle organized by both sound-symbol correspondences and morphology. Morpheme - the smallest meaningful unit of language; it may be a word or a part of word; it may be a single sound, one syllable or multiple syllables To read an alphabetic alphabet a person must - mentally link the alphabetic symbols with the single speech sounds or phonemes that they represent. All alphabets require - speech sound (phoneme) awareness by the reader. Shallow or Transparent Alphabetic Orthography - correspondences in the alphabetic writing system are regular and predictable. One sound represented by one symbol or letter. Deep or Opague Alphabetic Orthography - the spelling system represens morphemes (meaningful parts) as well as speech sounds. Morphophonemic contains both phonemes and morphemes. Advantages of Alphabetic Writing - permits any word to be read or written in a language with a small set of symbols. A limited number of symbols can be combined to create the entire language, even new words. Language can be written and read by anyone who can match the symbols to the sounds they represent. Disadvantages of Alphabetic Writing - People are wired to process speech sounds. The phoneme -that sound that a letter represents - is not self evident, natural, or consciously accessible understanding for humans. Metalinguistic Awareness - the ability think about and reflect on the structure of language itself. The invention of the alphabet was an achievement. The Simple View of Reading - Word Recognition x Language Comprehension = Reading Comprehension Word Recognition - The accurate and fast retrieval of decoded word forms, is essential for the development of reading comprehension. Language comprehension - listening comprehension or the linguistic processes involved in the comprehension of oral language. Decoding - the ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences. LETRS Unit 1 Session 2 Semantics - The study of word and phrase meanings and relationships Morphology - The study of meaningful units in a language and how the units are combined in word formation Discourse - Organizational conventions used in longer segments of oral or written language Phonology - The rule system within a language by which phonemes can be sequenced, combined, and pronounced to make words Syntax - The system of rules governing permissible word order in sentences Orthography - A writing system for representing language and the rules that govern it Pragmatics - The system of rules and conventions for using language and related gestures in a social context Example of Phonology - No English word begins with the sound /ng/; the sound /p/ and /k/ are never adjacent in the same syllable. Example of Orthography - Every English word ending in /v/ is spelled with -ve; the letter x is never doubled. Example of Morphology - Nat- is a root. Nature is a non=in; natural is an adjective; naturalist is a noun; naturally is an adverb. Example of Semantics - The word rank has multiple meanings. The words order and sequence have similar meanings. Example of Syntax - "Our district recruits new teachers" is a sentence; " New teachers our district recruits" is not a sentence. Example of Discourse - Discourse includes paragraph structure, cohesive ties, and genre conventions such as story structure. Example of Pragmatics - To one person I say, "That is my seat!" To another, I say, "Excuse me, my ticket has that seat number." LETRS Unit 1 Session 3 Quiz During reading, your eyes typically stop on a word for about 250 milliseconds. In what situation(s) do your eyes need to fixate longer on a word? a. when you read silently b. when you read aloud c. when you read an unfamiliar word - b. when you read aloud c. when you read an unfamiliar word Select the lobe of the brain that is responsible for higher-level thinking and planning, and for processing the sounds of speech. - Frontal Lobe Select the lobe of the brain that is responsible for recognizing print, letters, and letter patterns. - Occipital lobe Select the lobe of the brain where language is comprehended. - Temporal lobe Select the lobe of the brain that processes sensory information such as temperature, taste, and touch. - Parietal lobe Which of the following statements best explains why The Four-Part Processing Model is useful? a. It demonstrates why instruction should target reading comprehension. b. It emphasizes the importance of instruction in language comprehension. c. It represents the complex mental activity involved in word recognition. d. It illustrates that phonics is more important than comprehension - c. It represents the complex mental activity involved in word recognition. The phonological processor allows us to do which of the following? Select all that apply. a. "take in" the visual input of a written word b. break down words into phonemes c. learn the sounds of a foreign language - b. break down words into phonemes c. learn the sounds of a foreign language The phonological processor is what allows us to recognize the rising intonation of a question. true false - True What is the first sound in "switch"? /sh/ /s/ /swǐh/ /sw/ - /s/ What is the last sound in "switch"? /h/ /sh/ /ch/ /ǐtch/ - /ǐtch/ What is the vowel sound in "switch"? Choose your response. /ē/ /ī/ /ə/ /ĭ/ - /ĭ/ During reading, our eyes process each word letter by letter. true false - true How many letters does the eye normally take in at each fixation point before moving on to the next fixation point? a. five letters total b. however many letters are in each word c. 7-9 to the right and 3-4 to the left d. 3-4 to the right and 7-9 to the left - c. 7-9 to the right and 3-4 to the left The Four-Part Processing Model helps us understand . a. which part of the brain handles word recognition b. how multiple parts of the brain must work together in order for word recognition to occur c. how multiple parts of the brain must work together in order for language comprehension to occur d. that reading comprehension is the product of word recognition and language comprehension - b. how multiple parts of the brain must work together in order for word recognition to occur The area known as the visual word form area or "brain's letterbox" is located in the lobe and is essential to the processor. a. frontal; phonological b. occipital; orthographic c. temporal; meaning d. parietal; orthographic - b. occipital; orthographic What are some symptoms of children who have trouble with phonological processing? Select all that apply. a. slow to blend sounds in words together b. keeping track of different definitions for multiple-meaning words c. difficulty remembering sounds for letters d. trouble spelling speech sounds for words - a. slow to blend sounds in words together c. difficulty remembering sounds for letters d. trouble spelling speech sounds for words LETRS Unit 1 Session 3 Quiz( set 2) Accomplished readers skip over words when they read. - False In the Simple View of Reading, you need to engage both word recognition and language comprehension for reading comprehension. - True Orthographic mapping - The mental process used to store words for immediate and effortless retrieval. When taking a spelling test, we engage the - orthographic processor The name for the mental dictionary in the phonological processing system. - lexicon Used to match upper and lower case letters - orthographic processor Identifies the sounds in words - phonological processor "She found 3 bats in the trees." This helps you determine if she found a bird or a piece of sporting equipment. - context processor The study of phonology and orthography - phonics LETRS Unit 1 Session 4 (version 1) Processing systems responsible for word recognition - Phonological and orthographic processing systems Processing systems responsible for language comprehension - Meaning and context processing systems Automaticity - The ability to read quickly and accurately without conscious effort Three Cueing Systems Model - Model that overemphasizes the usefulness of context, pictures, and word meanings in word recognition (rather than deciding) Our brains read to the left. - 7 - 9 letters LETRS Unit 1 Session 4 (Set 2) Both the phonological processor and orthgraphic processor systems are primarily responsible for - word recognition Both the meaning and context processor systems are primarily responsible for - language comprehension When novices first learn to , each component skill-recognizing letters, identifying and associating the sounds in words with those letters, and connecting words to their meanings- demands attention. - read At consolidated and reading, it may seeem that proficient readers are reading "by sight" or recognizing words as wholes. - fluent When a good readers knows a well, the brain recognizes the sounds, syllables, morphemes, and grammatical structure of the word. - word is the ability to read quickly and accurately without conscious effort. - Automaticity Three Cueing-System proposes - Graphophonic (Visual), Semantic (Meaning) and Syntatic (Sentence) several critical ways. - Four-Part The Four-Part Processing Model is support by modern science, the phonological processing system is distinct form the orthographic processing system. - brain The Three Cueing-System Model fosters dependence on pictures, pre-reading, memorization and context - these are strategies that readers rely on. - poor Later reading fluency on early mastery of associations between letters, letter patterns, and speech sounds. - depends The 5,000 most common words in English, comprise of all text. - 90% Novice readers show greater activiation in the left and left - - regions than skilled readers do because they must dismantle and recombine words step by step and sound by sound. - frontal, parietal-occipital-temporal The - proposes that word recognition depends on three linguistic cues that reside inside a text. - Three Cueing - System The - Processing Model contrasts with the Three Cueing-System in The phonological process is involved in - phonological awareness Sight recognition involves connecting a word to its , which involves the meaning processor and the context processor. - meaning When all four processors are working together smoothly, we develop... - word recognition LETRS Unit 1 Session 5_Set i Expert teaching focuses on . . . - the relevant subskills that enable a child to pass through each phase of reading development successfully and are tailored to the student's strengths and weaknesses across the major components of reading. Until the bank of known words has grown to several thousand, kindergarten and firstgrade students will expend most of their mental effort on . . . - decoding. The major subcomponents of reading in the SVR change in relative importance . . . - between grades 1 and 8. The ability to recognize many words by "sight" during fluent reading depends on . . . - phonemic awareness and the ability to map phonemes to graphemes. Alphabetic learning requires progressive differentiation of both . . . - the sounds in words and the letter sequences in print. Phoneme-Grapheme Mapping - The matching of phonemes (sounds) in words with the graphemes (letters) that represent them. Most students require lots of additional practice in second and third grade before they can read . . . - grade level passages with fluency and comprehension and reading has become automatic. Name Ehri's Phases of Word-Reading Development - Prealphabetic, Early Alphabetic, Later Alphabetic, Consolidated Alphabetic Prealphabetic Phase - No letter-sound awareness, guessing constrained by context or memory, cannot read text, and strings random letters together Early Alphabetic Phase - Initial sound and salient consonants, constrained by context (gets first sound and guesses), confuses similar-appearing words, represents a few The remaining 80,000 content-bearing words that children are expected to learn occur with very low frequency and must be accurately to be interpreted. - decoded The orthographic processor stores knowledge of and patterns and helps us recognize these visual representations of spoken language. - letters and letter salient sounds (such as beginning and ending consonants), fills in other letters randomly, knows some letter names for sounds Later Alphabetic Phase - Pronunciation of whole words on the bases of complete phoneme-grapheme mapping, full use of sound-letter correspondence, blends all sounds left to right, begins to use analogy to known patterns, rapid reading of whole familiar words is increasing, phonetically accurate spelling, spelling sight word knowledge increasing Consolidated Alphabetic Phase - Reads variously by phonemes, syllabic units, morpheme units, and whole words; sequential and hierarchical decoding, notices familiar parts first, reads by analogy to similar known words, remembers multi-syllabic words, associates word structure with meaning, word knowledge includes language of origin; morphemes; syntactic role; ending rules; prefix, suffix, and root forms Alphabetic Principle - The concept that letters are used to represent individual phonemes in the spoken language; insight into this principle is critical for learning to read and spell Children in the early alphabetic phase must learn the spelling for each phoneme and develop the habit of looking at . - common, all letters For students at the later alphabetic phase, instruction should aim to build their fast and accurate word recognition and spelling so that cognitive "desk space" is freed up for . - comprehension sight vocabulary - A student's bank of words that are instantly and effortlessly recognized; includes both regularly spelled and irregularly spelled words. Most children do not complete the transition to consolidated, accurate, and fluent After two months of instruction in phoneme-grapheme correspondence, the children's brain activation patterns are normalized, going from (back) area to the (front) and then to the (orthographic memory) area. - visual, phonological, word storage After two months of daily, systematic instruction in how to match graphemes and phonemes, these students' brains established pathways in the hemisphere, more whole words. - middle-left, later alphabetic, rcognition reading and writing until or grade. - second, third enabling them to move into reading and automatic or Children in the prealphabetic phase need to learn that words are made up of (3 words) - individual speech sounds While many teachers may believe that poor comprehension is the primary issue for poor readers, the majority of those students have underdeveloped skills in Consequently, these students do not have the attentional resources available to (2 words). - advanced phonemic awareness, word recognition, comprehend text LETRS Unit 1 Session 5 (version ii) The learning processe of beginning readers from the reading processes of proficient readers. - differ accurately is of paramount importance. - decode and read Passage reading comprehension tests, at this level, almost entirely measure the ability to read words accurately. - single By fourth grade the picture has changed. Learning to read becomes reading to . - learn As students progress, comprehension of text is increasingly accounted for by , background knowledge, and the upper strands of the Reading Rope. - Language Comprehension ) should be priorities for reading assessment and instruction early in the development. - phonology, letter naming, phonics and word attack Prealphabetic, Early Alphabetic, Later Alphabetic and Consolidated Alphabetic are phases of Word-Reading Development. - Ehri's Incidental visual cue; general concepts of print are part of which of Ehri's phases? - Prealphabetic Letter names and some letters sounds as well as syllable, onset-rime and initial phoneme matching are part of which of Ehri's phases? - Early Alphabetic (3 words) and automatic (2 words). For a student just learning how to read, the ability to and words Kindergarten and First grade spend most of their time decoding, until the bank of known words has reached a to several . - thousand to several thousand Foundational skills of word recognition ( , , and Start of automatic sight word recognition, initial set of phoneme-grapheme correspondences and segmentation and blending of 3-4 phoneme words are part of which of Ehri's phases? - Later Alphabetic Automatic sight word recognition, phonograms (word families), syllable patterns, morphemes, and deleion, substitution, reversal of phonemes are part of which of Ehri's phases? - Consolidated Alphabetic Progress in an system occurs only if children learn how letters and sound are connected. - alphabetic - mapping is the matching of phonemes (sounds) in words with the graphemes (letters) that represent them. - Phoneme-grapheme characteristic of the Prealphabetic Phase. - letter-sound A child reads unfamiliar words by or memory of text in the Prealphabetic Phase. - context Prealphabetic readers are dependent on context... they read the text. - cannot Prealphabetic students strings letters together and assigns meaning without representing in words. - sounds Partial use of letter-sound correspondence: sound and salient consonants are characteristics of Early Alphabetic Phase readers. - initial Early Alphabetic students read unfamiliar words with context; gets first sound and . - guesses Early Alphabetic students often confuse appearing words. - similar Early Alphabetic spellers represents a few salient sounds (beginning/ending consonants); fills in other letters ; knows some letter names for sounds. - randomly Pronunciation of words by complete phoneme-grapheme mapping is characteristic of the Later Alphabetic Phase. - whole Later Alphabetic students have full use of phoneme-grapheme correspondence; blends all sounds left to right; begins to use to known patterns. - analogy Rote learning of visual features of a word; no - awareness is a , unitized reading of whole familiar words is increasing in the Later Alphabetic Phase. - Rapid Later Alphabetic spellers are phonetically ; beginning to use conventional letter sequences and patterns; sight-word increasing. - accurate Reading by phonemes, units, morpheme units and whole words is a characteristic of the Consolidated Alphabetic Phase. - syllabic Students in the Consolidated Alphabetic Phase use sequential decoding; notices parts first, reads by analogy to similar know words. - familiar Consolidated Alphabetic readers remembers words; analogizes easily and associates word structure with meaning. - multisyllabic Consolidate Alphabetic spellers have word knowledge including, language of origin, suffix and root The concept that letters are used to represent individual phonemes in the spoken word. - Alphabetic Principle point of automatic retrieval. - speech. A child in the early alphabetic phase may words with similar letters (house and horse). - confuse Students at the later alphabetic phase will write fairly complete and phonetic spellings, representing all sounds in shorter words (even if not accurate). The aim is to free up "desk space" for comprehension. - reasonable Students at the Consolidated Alphabetic phase (2nd or 3rd grade) map to sound with ease and acquire a large vocabulary by reading and hearing them. - symbols After two months of daily, systematic instruction in how to match graphemes and phonemes, students learn to sound out words, as measured by reading phonically regular words. - nonsense The majority of students with poor comprehension have underdeveloped skills in phonemic awareness (sound substitution, reversal and deletion). - advanced morphemes, syntactic role, ending rules; , and forms. - prefix, Children in the prealphabetic phase need to learn that words are made of individual sounds. Alphabet letter names and forms should also be practiceed to the LETRS Unit 1 Session 6 Genetic, biological, environmental and instructional factors all contribute to the growth of . - reading skill Students who come to school without exposure to books, book language, and vocabulary in their homes that would support literacy development are said to be . - experience deficient Poor readers are students who score below the percentile in basic reading skill. - 30th Simple View of Reading suggests that students can be impaired in either word recognition or language comprehension or both...making it to instruct all students exactly the same way. - impossible Among all English-speaking poor readers, at least 70-80 percent have trouble with accurate and fluent that often (not always) originates with weaknesses in phonological processing. - word recognition is a useful descriptive term for a specific developmental disorder that adversely affects the ability to read and write. It is neuro biological in origin and characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. - Dyslexia Three types of reading difficulties and that often overlap but that can be separate and distinct; phonological deficit, orthographic processing deficit and comprehension deficit. - disabilities deficit refers to a prominent and specific weakness in either phonological or naming speed processing. - Single deficit refers to a combination of phonological and naming-speed deficits. - Double Students with neurobiological differences in language and reading processes may also dysgraphia, ADHD, Anxiety, Task Avoidance, Weak impluse control, distractibility, problems with comprehension of spoken language, confusion with math signs and computation. About percent of all studetns with dyslexia also have ADHD. - 30 words, mixes up pronunciation of words, trouble with difficult speech sounds, does not enjoy looking at print. - Preschool Dyslexia signs for students include; trouble remembering names and recalling, struggles to recall sound , struggles to break simple words into sounds, trouble recognizing common words and does not spell in a predictable way. Dyslexia signs for students include; the need to sound out common words, struggles decoding, poor speller of common words, reads slowly and lack expression, loses meaning of passage, uses pictures to guess at words and trouble with writing. - 2/3 Dyslexia signs for students in grades include; extra time for oral reading, struggles with out of context common words, poor spelling, appears to have comprehension issues and may avoid reading at all costs. - 4/6 inattention to teacher talk and/or low verbal output, low scores on PPVT, lack of improvement in comprehension for read aloud, inability to distinguish between main idea and details, confusion about meaning, use of pronouns and prepositions and literal interpretations of abstract language. - Language Comprehension among poor readers, sound-symbol correspondences are possible, smaller lexicon, apply SVR model. - English Learners Specific Skills for include; letter naming, alphabet writing, initial sound isolation in spoken words, concepts of print and book handling and vocabulary/oral language. - Prealphabetic Skills Specific Skills for include; rapid automatic letter naming (RAN), blending/segmenting 2-3 phonemes in spoken words, sound-symbol associations with common consonants and short vowels, read simple nonsense syllables with short vowels, phonetic spelling of some of the sounds in words and vocabulary/listening comprehension. - Early Alphabetic Skills Specific Skills for include; timed reading for real and nonsense words, accurate readind of simple sentences and passagew with phonetically controlled text, correct or phonetic spelling of dictated simple words, sound-symbo matching or knowledge of phonic elements and vocabulary; retelling of passages. - Later Alphabetic Skills Dyslexia signs for students include; late talking, slow to learn new ' - K/1 Dyslexia signs for students who are to reading to learn include; easily overwhelmed, misreads directions, struggles to keep up and poor speller. - transition Specific difficulties indicators include; Challenges for include; EL's overrepresented oral passage reading fluency, maze passage reading and spelling real words. - Consolidated Alphabetic Skills. Once children are - which happens very early - they do not catch up unless intervention is intensive, timely, and well informed. - behind is a type of assessment that has the following characteristics; all students once per year, tests have time limits, silent and independent reading, passage comprehension, scores are reported as percentiles or NCE and states may develop their own or use National. - Outcome is a type of assessment that has the following characteristics; predict fluent reading by 3rd grade, word-reading abilities are strong predictors of passage reading, selected students should receive more in-depth surveys of strengths and weaknesses, screening should be brief. - Screening is a type of assessment with the following characteristics; formative assessments, brief & measure progress towards a goal, forms allow for frequent administration, given 1-3 weeks and determine effectiveness of instruction. - Progress Monitoring is a type of assessment with the following characteristics; given only to students at risk, longer than screening test, detailed information about student mastery and inform instruction and aspects of treatment. - Diagnostic Survey are used to predict who is most likely to pass the high-stakes outcome tests given at the end of each grade. Examples are; letter-naming, phoneme segmentation, grapheme-phoneme correspondence, word reading lists, nonsense word reading, spelling and phonetic spelling accuracy, oral passage reading fluency (mid 1st) and Maze passage reading (3rd and beyond). - Screening Measures with questions is a good early indicator of language comprehension. - Read Aloud Valid measure actually measures what was intended is called.... - construct validity Specific Skills for include; silent passage reading with comprehension, LETRS Unit 1 Session 7 - tests refers to standardized tests that are designed to compare and rank test-takers in relation to each other. - Norm - referenced Valid measures that corresponds well to other known measures is called... - concurrent validity Predicts with accuracy how students are likely to perform on an accountability measure is called... - predictive validity LETRS Unit 1: Session 8 Outcome assessments - Outcome assessments assess the overall effectiveness of instruction given to a large student population—for example, all students within a state. These high-stakes, summative reading assessments are usually administered at the end of grade 3 or 4. Because they are often normed, they can show how an individual is doing relative to norms and help in comparing groups. Screening measures - Screening measures help predict which students are at risk for reading failure and how they are likely to perform on outcome assessments by measuring their performance against established benchmarks. Screening measures, such as Acadience® Reading K-6 or AIMSweb®, focus on foundational skills and are administered several times a year in the early grades. Because they are brief, low-cost measures that provide extremely useful information, they are highly efficient. Diagnostic surveys - Diagnostic surveys inform teachers' work with at-risk readers. This category includes informal diagnostics teachers use to assess students' academic knowledge or skills in a particular area (e.g., a developmental spelling inventory or handwriting sample), as well as formal, specialized testing used to determine whether a student fits the criteria for a specific developmental disorder (e.g., an assessment to determine whether and where a child falls on the autism spectrum). Progress-monitoring tests - Progress-monitoring tests inform instruction by telling how well instruction is working—that is, how at-risk students are responding to instruction. These formative assessments, typically administered every 1-3 weeks, focus on specific targeted skills. Teachers can use them to determine the effectiveness of a given program or approach. Many screening measures can be considered diagnostic since they provide extremely detailed data about a students skills in particular literacy domains. - true or false If a student needs work on phonics and decoding, what kind of informal diagnostic assessment would provide the most useful information on how to help this student with these skills? - a. a spelling inventory to show which features of English spelling the student has mastered b. a word-reading survey to show which sound-symbol correspondences the student knows and which ones still need practice c. a vocabulary test to show student understanding of word meanings in context d. a test of reading comprehension to show how well the student can answer questions about a grade-level text Which of the following is not an area of inquiry to include in a comprehensive diagnostic assessment of a potential reading disorder? - a. spelling b. handwriting c. single-word decoding d. social interactions Which of these literacy skills have students typically mastered by the end of third grade? Select all that apply. - a. advanced phonemic awareness b. Greek-derived morphemes c. inflectional morphology d. fluent recognition of word families (rime patterns) Cody is in first grade. He almost never raises his hand to participate in class discussions. When called on, he replies very briefly. He tends to use vague words like stuff and rarely uses full sentences. During decoding exercises, he reads words accurately and easily recognizes common patterns; he is a good speller. When he reads stories aloud, he reads fairly accurately but in an expressionless monotone. Which assessment would be most likely to yield valuable information about Cody? - a. administering a phonics survey b. reading a story to him and having him orally retell it c. examining samples of his writing d. administering a timed oral reading fluency assessment