Relevant to Testing Reading or Reading Inventories
TPRI Training Packet -
Includes Student Administration Booklets per grade (K-2), Student Record
Sheets, manipulates needed to administer inventory, Teacher Packet is
copyright 1998, 1999, Texas Education Agency (TEA). For a copy, contact
or 1701 North Congress Ave. Austin, TX 78701-1494. Voice: (512)463-9734
PALS website -
http://curry.edschool.Virginia.edu/curry/centers/pals/ -the Virginia Department
of Education invited schools in Virginia to participate in a reading intervention
program. The University of Virginia's Curry School of Education was tasked
with developing a reading screening tool to identify students who might
be helped with special reading instruction. The tools of the intervention
were called Phonological Awareness and Literacy Screening tools (or PALS).
Their website allows teachers to input student scores (each teacher must
log in with their unique password). The sites also includes information
about what PALS is, their goals, how to participate, and more.
CARS website -
http://cars.uth.tmc.edu - the University of Texas - Houston (a health
sciences center) does both teaching and research. The department of Pediatrics
in the Medical School has a group called the Center for Academic and Reading
Skills. This group has updated the TPRI (Texas Primary Reading Inventory)
for use in evaluating children's developmental reading skills in grades
K-2. Their site introduces an array of faculty and staff who focus on
children's learning and reading skills. The site includes research information
for teachers and parents alike.
Dr. Jack Fletcher, Ph.D. -
Dr. Fletcher is a professor in the Department of Pediatrics, Director
of the School Problems Clinic, and among the faculty at the Center for
Academic and Reading Skills at the UT Houston. He collaborates on several
NIH grants for research on reading problems, attention problems, and on
children with brain injuries, including traumatic brain injury, spina
bifida, and cerebral palsy. In his 20 years of research, Dr. Fletcher
has authored over 120 research articles and over 60 chapters in books.
He presently serves on nine editorial boards.
Dr. Barbara Foorman, Ph.D. -
Dr. Foorman received her Ph.D. from the University of California, Berkeley’s
School of Education and joined the UT Houston as a Professor of Pediatrics
and Director of the Center for Academic and Reading Skills (CARS). For
the past 15 years, Dr. Foorman has studied the role of phonological and
orthographic processing in learning to read and, in the past 10 years,
on the role of instruction in learning to read. She has received several
National Institute of Child Health and Human Development (NICHD) grants
and is recognized internationally as a scholar in the areas of reading
and language development.
Angeliki Mouzaki -
Angeliki Mouzaki received her M.Ed. from Southern Illinois University.
She has coordinated and developed procedures for observing teachers participating
in the NICHD Early Interventions research project, assisted in the revision
of the TPRI, and organized materials and training on the TPRI for teacher
trainers. Her doctoral dissertation study examines the effectiveness of
an early intervention program in the prevention of reading difficulties
as it is implemented within a public school setting. She anticipates completely
her doctorate in Educational Psychology /Individual Differences, at the
University of Houston in December 1999.
Quantitative Reading Inventory II (1998). Lauren Leslie
and Joanne Caldwell. Addison Wesley Longman:New York
Teaching Our Children to Read: The Role of Skills in Comprehensive
Program (1996). Bill Honig. Corwin Press:Thousand Oaks, CA
Relevant to Instructional Development
(teaching reading, evaluating reading, reading tools, reading resources
Reading Online (http://www.readingonline.org)
There are several articles worth reading about the Texas Reading Initiative.
Louisa Moats, Ed.D. -
Dr. Moats is Harvard Graduate specializing in reading and writing instruction
and the identification and treatment of learning disorders. She is a member
of the Graduate Faculty of the University of Vermont, is an Adjunct Assistant
Professor of Psychiatry at Dartmouth Medical School, and servers as a
national board member of both the Orton Dyslexia Society and the International
Dyslexia Association. Dr. Moats has worked as a consultant and licensed
psychologist and has authored several books and numerous journal articles
dealing with language learning disabilities. She is considered among the
experts in the fields of language learning and disabilities.
"The Missing Foundation in Teacher Education: Knowledge of the
Structure of Spoken and Written Language" (1994). Louisa Cook
Moats. Annals of Dyslexia, Vol. 44. Vermont:The Greenwood Institute.
Teaching Reading IS Rocket Science: What Expert Teachers of Reading
Should Know and Be Able to Do (1999). Louisa Moats. (For copy,
contact Dr. Moats at: firstname.lastname@example.org)
Preventing Reading Difficulties in Young Children. Catherine
Snow, Susan Burns and Peg Griffin (1998). National Academy Press:
Relevant to Delivery of Online/CD Courseware to Elementary Teachers in
Needed: a copy of the CD or the URL to the website.
Plus, in order to play the CD or access the URL:
- CD will require a Netscape Navigator included. The CD should be able
to run on:
- Intel Pentium, with at least 15 MB RAM, 16-bit sound card, 4MB
video RAM, CD player, and a mouse, track ball or drawing pad. RealMedia
must be installed.
- MAC must be a PowerMac, with speakers, mouse and RealMedia installed.
- For web access to the URL, these are also needed
- A local computer will be required to have a copy of Netscape
Navigator 4.5 or higher or Internet Explorer 5.0 or higher, and
RealMedia (Note: all three are freeware for educational use.) and
have Internet access active.
For production of the courseware. The following programs or comparable
programs will be needed:
- Computer to place programs on and create WWW pages, graphics, audio
and video files. (The latest P3 will be able to handle all of the requirements
below, but I strongly suggest using a separate computer for digitizing
and conversion to MPG and RealMedia.)
- Photoshop or Corel Suite for creation of the graphics
- Video camera for capture of video of teachers and students
- Video player and monitor for playing video to convert files for web
- MPegWorks by FutureTel (1.8 or later) to digitize video or audio as
- additionally CoolEdit ('96 or later) is needed to strip off the video
and save the audio.
- RealProducer Plus G2 for converting audio and video MPG files to RM
- SAMBA or FTP to move files from local computer to web server
- web server (physical box) running web server software.
Multiple interviews and e-mail exchanges with Angeliki Mouzaki:
Angeliki was very interested in developing information to teach the TPRI
methods. As a trainer of the trainers, she was intimately aware of the
most common errors teacher make in administration of the TPRI. As one
of the team members in revising the TPRI, she had the knowledge of what
information is covered in the inventory, how it is used to derive scores
and what intervention strategies were available. She lacked only the conversion
of some ideas into written English, her homeland being Greece. Ever willing
to provide guidance and information, she would be able to develop much
of the text needed for the CD.
Ms. Mouzaki provided pages of resources and prioritized them according
to a novice's need for understanding the focus of the TPRI. She also e-mail
what type of questions teachers need assistance on in diagnostic decision
making and sample questions for the TPRI quiz. She, further, gave information
on contact names for TPRI expertise with questions on intervention strategies
and case studies.
Information about Angeliki Mouzaki, her bibliography and participation
with revisions to the TPRI are found at this site where she is a research
associate at the Center for Academic and Reading Skills-UT Houston.
Interview with Dr. Jack Fletcher:
Dr. Fletcher responded to questions about case studies, providing guidance
on the most common reading problems, their psychological and developmental
characteristics. He noted that sometimes inventories and research look
for problems and find none and that should be included in the case studies.
He listed the problems he would place as case studies as: a false positive
(That is, the screening showed the child in the developing stage, but
he inventory scores showed the child to be "developed" and need
no further intervention.), a child needing phonemic awareness building,
a dyslexic child, and child needing to develop word recognition skills.
Information about Dr. Jack Fletcher, his bibliography and research are
found at this site where he is among the faculty at the Center for Academic
and Reading Skills- UT Houston.
Interview with Barbara Foorman
Dr. Foorman speaks of the teaching of reading as a science. Her concern
is focused on the education of teachers and getting to teachers the knowledge
of how to teach reading (what works and what does not) and tools (such
as games and manipulatives) to involve the students in learning reading
and developing skills in stages. We discussed the benefits of putting
the slide presentations from the training workshops online for teachers
to review before training and as a brush up. Simplicity of use, clarity
of design, and content intensive pages were the focuses she emphasized.
Information about Dr. Barbara Foorman, her bibliography and research
are found at this site where she is among the faculty at the Center for
Academic and Reading Skills-UT Houston
Conversation with Dr. Louisa Moats
Dr. Moats was gracious in pronouncing phonemes used in the TPRI and noting
which were difficult to segment from other words. She explained that locality
(linguistics) is sometimes a factor in testing reading skills, especially
if the child and teacher have different accents or
Information about Dr. Louisa Moats, her bibliography and research are
found at this site where she is among the faculty at The Greenwood Institute.