Data. Data. Data.
It never ends.
But how does one collect quantitative data on copying? Try this easy rubric.
In the Copying Rubric, the qualities that define accuracy in copying are divided into 4 areas: Distance, Distractions, Visual Cues and Chunking.
distance refers to the placement of the prompt with regards to the location of the writing paper. In a Direct Line Copy, the writing prompt is placed directly on the paper onto which the student will be writing. A near point sample at the edge of his/her desk, midpoint a 3-5 or 5-8 feet away still at midline and finally far point is at the far side of the room.
DISTRACTIONS refers to any other visual information nearby. This progresses from no visual information nearby, to slightly more but unrelated writing, to that in which the text to be copied is embedded in a larger whole.
VISUAL CUES refers to the presentation of the written prompt and the availability of other visual cues (i.e. a desktop alphabet strip or an Alphatrangle. If the prompt is written on the lined paper similar to that on which the student will be writing,, or if a near point reference is available, the student may be able to reference Letter Sizes and attention to the Writing Lines.
Chunking refers to the number of letters or words copied at a time. To observe this skill, therapists should sit perpendicularly to the student, observing their gaze shift to the copying prompt and back to the paper. Note the amount of letters or words written before needing to look back to the prompt.
When using the Copying Rubric, circle the answers in each column that best describes the student’s performance. For chunking skills, record the number of times the student copies 1-5 letters or 1-5 words at a time. How do you track that? Keep reading. Scooping is next!