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.
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):
- 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
- 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.
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