Error Detection from Amira Practice

 This article explains how Amira Practice detects errors and scores reading behaviors differently than Amira Assessment in the scoring screens.  

 

Access Scoring & Error Detection within Amira

Amira provides an automatically scored passage, with student audio*, that you can review after each student reading. 

 

Story Scoring Screen
Running Record Screen

 

 

 

The Story Scoring and Running Record screen views show words that were read incorrectly, or not read, and allows you to edit the scoring if you wish.

 

*Note: By default, audio is deleted after the student’s session is scored. To enable audio within Amira, have your authorized district lead refer to the How to Configure Amira article and complete the Configuration Survey.

 

Error Detection Differences between Assessment and Practice

Amira uses an error detection technology that enables the software to listen to a child's utterance and decipher whether the utterance is a correct word. Amira's Assessment and Practice error detection technologies differ. Specifically, Amira Practice scoring tends to be more forgiving in our error detection model for a few reasons:

1. We don't want to frustrate students by over-intervening on patently easy and likely well-mastered words due to slips of tongue or inadvertent omission, so Amira errs on the side of giving credit for them. The list of low error words is below (please note: this is based on the grade level of the story being read rather than the grade level of the student):

K-1

  • a    am    an    and    are    as    at    be    by    but    did    do    for    go    had    has    he    I    if    in    is    it    it's    its    me    my    no    not    of    on    or    so    the    to    too    up    us    was    we    you

2-3

  • a    all    am    an    and    any    are    aren't    as    at    back    be    because    been    big    both    but    by    call    came    can    can't    cat    come    could    dad    day    did    didn't    do    does    doesn't    dog    doing    don't    down    during    each    few    for    from    get    go    goes    going    got    had    hadn't    has    have    he    he'd    he'll    he's    her    here    here's    hers    him    his    how    how's    I    I'd    I'll    I'm    I've    if    in    into    is    isn't    it    it's    its    let's    look    made    make    me    mom    more    most    my    new    no    nor    not    now    of    off    old    on    once    one    only    or    our    ours    out    play    put    said    same    see    she    she'd    she'll    she's    should    so    some    take    than    that    that's    the    them    then    they    this    to    too    two    up    us    very    was    we    we'd    we'll    we're    we've    went    were    what    what's    when    when's    who    who's    why    why's    will    with    won't    would    yes    yet    you    you'd    you'll    you're    you've    your    yours

 

2. Amira does not intervene on the last word of the phrase and marks those final words as correct. When a teacher listens to student audio*, final words in a phrase may sound as if they were cut off.  The last word is “intervention free” in order to minimize the transition time from phrase to phrase and ensure that the student doesn’t get “hung up” because they can’t skip past the last word and read on.

 

3. While Amira analyzes speech in real-time, she is listening for specific errors for intervention and does not prioritize every word (i.e. names, articles, words that don’t interfere with meaning, etc.). 

 

Implications for Teacher Use

 

Research shows that Amira Practice is effective in improving student reading rate and accuracy with distributed practice (30-60 minutes per week).  Her benefit comes in the form of the reading engagement, time on task, and the feedback provided throughout the reading process (see our Micro-Intervention Gallery to learn more).  Detecting every error is not as essential in Practice mode as it is in Assessment mode. Amira chooses the right intervention at the right time for each student.

 

As a teacher, some possible uses for Amira Practice formative data could include:

 

  • Note the types of stories that are “easy” or “challenging” for students. Look for story length, topic, proper nouns, etc. as reasons to explain performance and goal-set around those findings.

 

  • Review the general pattern of errors that are scored by Amira for instructional guidance. Look for vowel patterns missed, missing endings, sight word errors, and reading fatigue. 

 

  • Evaluate accuracy and reading rate trends across multiple sessions rather than being overly concerned about the performance on one session.

Next Steps

Review The Student Practice Experience article for more detail about Amira Practice.  For information about scoring and progress, review the links provided.

To watch our Goal Setting Video about how to use the Review Activity Dashboard, click here. To sign up for the Data Dive into Practice webinar, click here.

Need additional help? 
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