Through collaboration with Pearson SLP product manager, Tina Eichstadt, and the Pearson DRA product manager, the following questions were vetted with and approved by Joetta Beaver, the DRA2 author. Kathy Swiney and Judy Kuster
1. Are there any specific instructions for using the DRA2 with a student who stutters?
The classroom teacher should collaborate with the student's speech-language pathologist (SLP) and review the student's Individualized Education Plan (IEP) for more direction. The IEP should suggest appropriate accommodations for the student. In the case of an oral reading fluency measure, if neither the SLP nor the IEP provides guidance, the timed oral reading fluency measure should be disregarded and so noted.
2. How should a DRA2 record of oral reading or a measure of oral reading fluency be scored for a student with a speech sound disorder (SSD)? Teachers providing instructional support a student with an SSD should be familiar with the specific sounds or classes of sounds in error for the student. When reading orally, a student should have known speech sound errors, such as a sound substitution, omission, or distortion, counted as correct and not a miscue. The teacher should score based on the student's intended word, excusing the SSD errors.