>> DEBBIE MORBITT: We're going to look at the CATT'S deletion task.
>> DEBBIE MORBITT: We're going to look at the CATT'S deletion task.

There was a video you should have watch prior
There was a video you should have watch prior

to seeing this analysis. It was with a kindergarten child; age six
to seeing this analysis. It was with a kindergarten child; age six

years and six months. After watch that video, we want you to
years and six months. After watch that video, we want you to

look at the analysis that we did and the implications for instruction.
look at the analysis that we did and the implications for instruction.

The CATT'S deletion task provides early detections
The CATT'S deletion task provides early detections

of children who maybe at risk for reading problems, but it also
of children who maybe at risk for reading problems, but it also

can predict reading achievement. We're looking at
can predict reading achievement. We're looking at

phonological awareness, syllable and phoneme deletion.
phonological awareness, syllable and phoneme deletion.

Students are asked to delete a syllable or a phoneme and then
Students are asked to delete a syllable or a phoneme and then

say the remaining sound sequence in the word. Again this
say the remaining sound sequence in the word. Again this

student is a boy. He's age six years and six months.
student is a boy. He's age six years and six months.

And he was at kindergarten at the time of the assessment.
And he was at kindergarten at the time of the assessment.

So lets look at the CATT's deletion task and the appendix. First
So lets look at the CATT's deletion task and the appendix. First

of all, you're given some practice problems or practice pictures
of all, you're given some practice problems or practice pictures

you do with the child. There are three practice pictures. We
you do with the child. There are three practice pictures. We

look at these pictures. State with the child that we have two
look at these pictures. State with the child that we have two

objects a cow and a boy. So together this word would be cowboy.
objects a cow and a boy. So together this word would be cowboy.

Then we ask the child, "How would you say cowboy
Then we ask the child, "How would you say cowboy

without cow?" And at that time what we are going to do is
without cow?" And at that time what we are going to do is

cover up, physically, the cow, so the child only sees the boy.
cover up, physically, the cow, so the child only sees the boy.

What we are looking for is the child, at that point,
What we are looking for is the child, at that point,

to move from to move from cowboy to just boy.
to move from to move from cowboy to just boy.

Lets look at the next picture. Tooth brush, it's a little hard to
Lets look at the next picture. Tooth brush, it's a little hard to

see the tooth. So then we ask the child, "What is toothbrush
see the tooth. So then we ask the child, "What is toothbrush

without the tooth?" and the child will state brush.
without the tooth?" and the child will state brush.

So our last practice picture is a cup and cake. The word is
So our last practice picture is a cup and cake. The word is

cupcake. "How do we say cupcake without cup?"
cupcake. "How do we say cupcake without cup?"

And the child states cake.
And the child states cake.

Alright, so now lets move on to the appendix of what the words
Alright, so now lets move on to the appendix of what the words

are and what those levels mean. We're looking at the deletion
are and what those levels mean. We're looking at the deletion

task and there's 21 words. Now you might not be able to see
task and there's 21 words. Now you might not be able to see

this very closely in this video, but I know that you have a copy
this very closely in this video, but I know that you have a copy

of this paper in your assessment documents. So we have the 21
of this paper in your assessment documents. So we have the 21

words, we can take off parts of compound words in baseball, a
words, we can take off parts of compound words in baseball, a

syllable. We're taking off phonemes, the initial onset phoneme,
syllable. We're taking off phonemes, the initial onset phoneme,

as in T in tall in number seventeen. Just to give you an example.
as in T in tall in number seventeen. Just to give you an example.

And at the bottom, what we have is the appendix b. This states
And at the bottom, what we have is the appendix b. This states

where our child should be based on their age. Again our child is
where our child should be based on their age. Again our child is

six years and six months. So for the deletion task we would like
six years and six months. So for the deletion task we would like

for him to be getting nine to ten of these words correctly.
for him to be getting nine to ten of these words correctly.

So lets look and see how he did. This is the blank form. When
So lets look and see how he did. This is the blank form. When

you're doing the deletion task with the child. As I said before,
you're doing the deletion task with the child. As I said before,

you go through the practice problems, and then you're writing
you go through the practice problems, and then you're writing

on a blank form while the child is telling you what the words are.
on a blank form while the child is telling you what the words are.

So we would say, "The first word is baseball. What is baseball
So we would say, "The first word is baseball. What is baseball

without base?" At that time the child would state ball. You
without base?" At that time the child would state ball. You

would write that in the correct column. If the child makes an
would write that in the correct column. If the child makes an

incorrect response then we write it in the incorrect column.
incorrect response then we write it in the incorrect column.

So here's our student's assessment. If you noticed, I put a few
So here's our student's assessment. If you noticed, I put a few

marks on this like ehh, uhmm. Somethings the child said,
marks on this like ehh, uhmm. Somethings the child said,

wasn't sure how to do that. Also because I was working quickly
wasn't sure how to do that. Also because I was working quickly

I had just gone and written everything in one column, but wanted
I had just gone and written everything in one column, but wanted

to make sure I went back and scratched it out. That's fine this is
to make sure I went back and scratched it out. That's fine this is

a working document, an assessment document, and I wanted to
a working document, an assessment document, and I wanted to

show you that if you didn't do it perfect the first time it's ok.
show you that if you didn't do it perfect the first time it's ok.

Just make marks, make any kind of comment
Just make marks, make any kind of comment

that you have about your child on your form.
that you have about your child on your form.

But lets look at what he was able to do. So ball, cut, day, road.
But lets look at what he was able to do. So ball, cut, day, road.

When we got to sometime, I was a little surprised it was as if he
When we got to sometime, I was a little surprised it was as if he

wasn't familiar with the word. And he kind of, "uhmm, ehh, I
wasn't familiar with the word. And he kind of, "uhmm, ehh, I

don't know." So I left that blank but also put his comments.
don't know." So I left that blank but also put his comments.

Turn, then we got to around. It's, "What is around without a?"
Turn, then we got to around. It's, "What is around without a?"

so we're looking for the child to say round. But in this case, he
so we're looking for the child to say round. But in this case, he

just put, or he just stated 'ound'. So he got rid of the A and the R
just put, or he just stated 'ound'. So he got rid of the A and the R

in the word round. Motel, he said, "tell." Almost, 'most.' Helpful, 'full.'
in the word round. Motel, he said, "tell." Almost, 'most.' Helpful, 'full.'

For baby, you'll start to see some patterns here. He does
For baby, you'll start to see some patterns here. He does

almost the same thing he did in around. He took another
almost the same thing he did in around. He took another

consonant out. So baby without bay, we would want him to say
consonant out. So baby without bay, we would want him to say

B, but he just said "E." Person without per. Well this on he only
B, but he just said "E." Person without per. Well this on he only

deleted the first phoneme, the p, and he said "erson."
deleted the first phoneme, the p, and he said "erson."

Monkey he deleted the M and said, "onkey."
Monkey he deleted the M and said, "onkey."

Then when we got to fourteen through nineteen we were just
Then when we got to fourteen through nineteen we were just

deleting the phoneme, he was able to do that with great
deleting the phoneme, he was able to do that with great

accuracy. And then down here with snail and thread when it
accuracy. And then down here with snail and thread when it

got more complicated and he was looking at these blends and
got more complicated and he was looking at these blends and

taking off the S in snail or the 'tha', the TH sound in thread.
taking off the S in snail or the 'tha', the TH sound in thread.

He took the entire blend off. Interestingly enough, it was also what
He took the entire blend off. Interestingly enough, it was also what

he was able to do in some of the ones above that.
he was able to do in some of the ones above that.

What does this mean? You know were listening to this child
What does this mean? You know were listening to this child

state these, we're making down what the assessment is, but
state these, we're making down what the assessment is, but

unless we do anything with this, unless we look at what the
unless we do anything with this, unless we look at what the

implications for what the instruction is.
implications for what the instruction is.

It doesn't really mean anything at this point.
It doesn't really mean anything at this point.

So here's our implications. First of all compound words two
So here's our implications. First of all compound words two

syllable, he's pretty confortable with those, we know those are
syllable, he's pretty confortable with those, we know those are

areas that we can work with. It's instructional for him. We can go,
areas that we can work with. It's instructional for him. We can go,

some of those make them a little bit more difficult, kind of
some of those make them a little bit more difficult, kind of

play around with some unfamiliar compound words. And see if
play around with some unfamiliar compound words. And see if

he can start to differentiate those as well. He did have some
he can start to differentiate those as well. He did have some

confusion though when we got to multi-syllable words, not
confusion though when we got to multi-syllable words, not

compounds, as in number seven through thirteen.
compounds, as in number seven through thirteen.

Lets go back and look at that. That's where we had seven
Lets go back and look at that. That's where we had seven

through thirteen when we have around, baby, person, and
through thirteen when we have around, baby, person, and

monkey. So he started to have some difficulties on those multi-
monkey. So he started to have some difficulties on those multi-

syllables. And then phoneme deletion, he did a really good job
syllables. And then phoneme deletion, he did a really good job

on the initial consonant phonemes in fourteen through
on the initial consonant phonemes in fourteen through

nineteen. When we were single syllable, but then when we got
nineteen. When we were single syllable, but then when we got

to diagraphs and blends, he started to have some difficulties.
to diagraphs and blends, he started to have some difficulties.

Which means those are areas of concentrations that we want
Which means those are areas of concentrations that we want

to work with this child to expand his vocabulary and work on
to work with this child to expand his vocabulary and work on

his phonemic awareness and his phonological awareness. I
his phonemic awareness and his phonological awareness. I

hope this was helpful feel free to go back through the video
hope this was helpful feel free to go back through the video

listen to the student doing he assessment, and go through the
listen to the student doing he assessment, and go through the

data analysis as well if there is any confusion.
data analysis as well if there is any confusion.

One thing I did want to mention was in the analysis,
One thing I did want to mention was in the analysis,

we looked at how this child should perform and we were looking
we looked at how this child should perform and we were looking

for a correct answer of 9 or 10 words. Our student actually
for a correct answer of 9 or 10 words. Our student actually

was able to state 14 words correct. So he was above grade level
was able to state 14 words correct. So he was above grade level

for this particular assessment, but that doesn't mean that we
for this particular assessment, but that doesn't mean that we

can't use the information in the assessment for instruction
can't use the information in the assessment for instruction

and to guide us for future instruction.
and to guide us for future instruction.