Introduction to Reading Assessment
Published on Aug 31, 2021
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Introduction to Reading Assessment
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Models of Reading Assessment
Models of reading assessment provide the classroom teacher and/or reading specialist with a “road map” to:
Recognize patterns in data.
Identify a student’s strengths.
Identify a student’s areas of challenge.
Determine the course of instruction.
Recognize patterns in data.
Identify a student’s strengths.
Identify a student’s areas of challenge.
Determine the course of instruction.
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Deficit Model
- This model was based on a medical model that assumed that learning difficulties resided within the student.
- It was the teacher’s responsibility to respond with techniques and strategies to remedy the problem.
This model led to the terms “remediation” and “remedial reader”,
This is little support for this model today.
This is little support for this model today.
Contextual Model
- This model is based on the premise that there is not only a deficit within the student, but also external factors.
- Contextual factors are outside of school may be contributing to a student’s reading development.
There can also be a mismatch between the types of instruction/manner in which a student learns.
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What are some contextual factors that may affect a student's reading development?
Use real example from field if possible.
Write at least 5 on sticky notes and put on jamboard.
https://jamboard.google.com/d/1w6ptU9Z2kxVrjz9jiHUINZf6sax2bFRgbWOE8Qb9onk/...
Use real example from field if possible.
Write at least 5 on sticky notes and put on jamboard.
https://jamboard.google.com/d/1w6ptU9Z2kxVrjz9jiHUINZf6sax2bFRgbWOE8Qb9onk/...
Photo by Leo Reynolds
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Stages of Spelling Development
Cognitive Model
Context:
Readers use context by rapidly selecting the intended meaning of multiple meaning words.
Struggling readers use context more than proficient readers.
Context can be assessed through the use of an Informal Reading Inventory (QRI).
Fluency:
Fluency is the ability to read accurately, automatically, and with appropriate rate and expression.
Dysfluent reading is often halted, monotone, and contains excessive sounding out, repetitions, and self-corrections.
Dysfluent reading can lead to comprehension problems.
Fluency can be assessed through observations and an Informal Reading Inventory
Readers use context by rapidly selecting the intended meaning of multiple meaning words.
Struggling readers use context more than proficient readers.
Context can be assessed through the use of an Informal Reading Inventory (QRI).
Fluency:
Fluency is the ability to read accurately, automatically, and with appropriate rate and expression.
Dysfluent reading is often halted, monotone, and contains excessive sounding out, repetitions, and self-corrections.
Dysfluent reading can lead to comprehension problems.
Fluency can be assessed through observations and an Informal Reading Inventory
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Sight Words
Sight words are all the words that a student recognizes automatically by sight.
These are often the mode frequently used words in the English language.
Researchers have identified that 105 words account for approximately 50% of running text.
Sight words need to be memorized since they often contain irregular phonics patterns, and are not easily decodable.
Assessment of sight words (QRI) should include both accuracy and automaticity.
These are often the mode frequently used words in the English language.
Researchers have identified that 105 words account for approximately 50% of running text.
Sight words need to be memorized since they often contain irregular phonics patterns, and are not easily decodable.
Assessment of sight words (QRI) should include both accuracy and automaticity.
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Assessing the Process of Decoding
Alphabetic Principle:
Students need to understand the Alphabetic Principle.
Letters represent sounds.
Sounds are represented by letters.
Students must have the ability to blend letters into sounds.
Phonological Awareness
Phonological Awareness is the understanding that language can be broken down into smaller units (sentences words syllables onset/rime phonemes)
Phonemic Awareness is the understanding that each word in the English language is made up of a specific set of sounds.
Students need to understand the Alphabetic Principle.
Letters represent sounds.
Sounds are represented by letters.
Students must have the ability to blend letters into sounds.
Phonological Awareness
Phonological Awareness is the understanding that language can be broken down into smaller units (sentences words syllables onset/rime phonemes)
Phonemic Awareness is the understanding that each word in the English language is made up of a specific set of sounds.
Photo by MellieRene4
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Language Comprehension-Vocabulary
- Children’s knowledge of word meanings is the best predictor of their comprehension.
- Struggling readers most often have difficulties with word meanings.
- Matthew Effect: The gap between proficient and struggling readers widens over time
Language Comprehension
Children enter first grade knowing approximately 3,000-6,000 words.
They learn 1,000-3,000 new words each year.
By the end of 12th grade, students will know about 45,000 words.
Struggling readers encounter fewer words due to their limited reading experiences.
They learn 1,000-3,000 new words each year.
By the end of 12th grade, students will know about 45,000 words.
Struggling readers encounter fewer words due to their limited reading experiences.
