...RUNNGHEAD: ASSESSMENT OF READING Assessment of Reading Alma J. Bosket Curriculum, Methods and Assessment: Literacy and Language Arts-EED-470 Professor Katie G. Troub September 23, 2012 Assessment of Reading Chart |Assessments |Characteristics |Compare and | | | |Contrast | | | | | |Developmental Reading |A set of individually administered criterion |Modeled after an informal reading inventory that is | |Assessment |referenced reading assessments for students |intended to be administered, scored, and interpreted by | |(DRA) |in Kindergarten through 8th Grade. |classroom teachers. | | | |In addition, its purposes include identifying students’ | | | |reading strengths and weaknesses, planning instruction, | | | |monitoring reading growth...
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...EDU 2120: ASSESSMENT OF READING FINAL EXAM MARVIN ADDITIONAL ASSESSMENTS TO BE GIVEN: 1. Developmental Reading Assessment 2. Silent Reading Comprehension Test B 3. Word Meaning Test I believe the above assessments would be helpful in identifying and understanding some of Marvin’s difficulties with reading. The Developmental Reading Assessment assesses not only decoding, but also allows the instructor to observe and assess the reading strategies and miscues of a reader (i.e., omissions, repetitions, substitutions, etc.). Marvin states that his only strategies for reading unfamiliar words are “breaking the words down” and “asking”. Administering the DRA can help to see if Marvin is displaying any use of other strategies that maybe he is not aware that he is using. The DRA also allows for the assessment of fluency and comprehension. Since, Marvin believes that his main reading problem is comprehension, this is a good way to check if he has correctly assessed himself. The Silent Reading Comprehension Test is an alternate method of assessing Marvin’s comprehension skills. This test will be able to give the instructor an idea of Marvin’s instructional reading level. And finally, a Word Meaning Test could be administered to give an idea of Marvin’s vocabulary development. SUGGESTED READING PROGRAM According to Marvin’s educational history, he has been mostly exposed to instruction that included closed tasks, limited choices in what...
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...Running head: Standardized test, assessments, and portfolios for reading Standardized test, assessments, and portfolios for reading Students are constantly being “assessed” by their teachers. We examine their behavior patterns, learning styles, reading abilities, and even their happiness. The purpose of assessments is to educate the teacher on what our students know and how we can better serve them in learning the curriculum and more. State tests are administered yearly for students, and teachers give formative and summative assessments frequently in the classroom. There are benefits and downfalls to each type of assessment. Afflerbach (2005) discusses that the results from standardized reading assessments are “at best an approximation of the students’ actual achievement level” (p.158). Standardized test tell us if our student is above, at, or below proficient. They do not tell us what areas the student does well at or what skills they are lacking in. According to the work of Buly and Valencia (2002), “Students scoring below proficient on state assessments are usually placed in supplemental or remedial reading classes, which often focus on phonemic awareness and decoding skills at any grade level (Buly & Valencia, 2002). After being put in these “special help” reading classes, the student then goes back into content area classes (English, Math, Science) which all have difficult text where the student struggles with comprehension. The problem we are then...
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...gain an understanding of how phonemic awareness and phonics impacts reading and writing for beginning readers. A definition of both phonemic awareness and phonics will be given as well as strategies to teach both. Developmental stages, appropriate ages for teaching these skills and strategies, and the purpose of both will be explained. Different assessment options will also be discussed. Introduction Children begin learning sounds and words from the time they are born. They are even exposed to hearing their mother’s voice while still in the womb. It is important that children are exposed to letters and words at an early age as well as have books read to them. These are factors in learning how to read. Two of the most important elements that emerging readers need to know in order to successfully read are phonemic awareness and phonics. These two concepts are different, but must work as a team for one to read. In the beginning grades, teachers must concentrate greatly on both of these concepts to make sure that the students have the foundation that is needed in order to begin reading. In this paper, definitions of both phonemic awareness and phonics will be shared along with strategies that can be explicitly taught to assist in learning how to read. The sequence of developmental stages, the appropriate ages for both concepts, and the purpose for using them will also be highlighted. Last, assessments examples that can be used will complete the paper. Phonemic Awareness ...
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...Week #4 Discussion Posts-Shandy Oldenburger I used my student that participates in Early Literacy Alternative Assessment to complete the activities and think about while reading the assigned readings. My student on the Early Literacy Alternative Assessment is a kindergartener. After the readings, I learned that my student would be considered emergent in the area of literacy. The student is at the very beginning stage of literacy, pays little attention during book readings, and has no comprehension of graphics. It is important for familiar texts to read repeatedly and give exposure to various materials dealing with literacy. I started incorporating the use of Tar Heel Reader and electronic books. I love Epic electronic books, which...
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...weaknesses in his reading especially with fluency and comprehension. I had no idea that I was eventually going to be tutoring him. As it turned out, my cooperative teacher wanted me to work with this student. Originally, my cooperative teacher wanted me to work with another one of her students but, she later changed her mind on account of, the original student is frequently absent and spends a great deal of time making up assignments. Additionally, my cooperative teacher provided me with valuable background information on my student. Furthermore, through the background information that I was provided I learned that my student occasionally has a difficult time concentrating on his work. His AR level is 2.6-3.6. He is particularly eager to learn, but he frequently rushes through the class assignments. My cooperative teacher has also informed me that Alex is a part of the Jubilee program and he also receives support and intervention from the...
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...use the tongue and lips to produce speech sounds. Students should speak in a controlled tempo this means they should be able to talk at a pace that is easy to understand not to fast as people will have trouble understand or to slow where people get bored of listening. Students should have an appropriate vocabulary when understanding when listening, reading, speaking and how to communicate effectively. Writing help develop strengthen fine motor skill, and when students are writing they need to have developed skills that support the thinking process on coherence and...
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...also noticed some similarities. Throughout the past few weeks I have noticed that many of my students struggle with comprehension. All of my students have reading goals. Reading accurately and fluently is difficult for them. However, even when a story is read aloud, the majority of students are unable to retell the story or answer comprehension questions. To assist my students with reading comprehension, I have created a differentiated lesson to implement during small group instruction. Differentiate What, How, and Why For this...
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...University of South Florida Scholar Commons Graduate School Theses and Dissertations Graduate School 6-1-2010 Effects of reading comprehension and fluency abilities on the N400 event-related potential Annie Hirt Nelson University of South Florida Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the American Studies Commons Scholar Commons Citation Nelson, Annie Hirt, "Effects of reading comprehension and fluency abilities on the N400 event-related potential" (2010). Graduate School Theses and Dissertations. http://scholarcommons.usf.edu/etd/1721 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate School Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact scholarcommons@usf.edu. Effects of Reading Comprehension and Fluency Abilities on the N400 Event-Related Potential by Annie Hirt Nelson A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Childhood Education and Literacy Studies College of Education University of South Florida Major Professor: Mary Lou Morton, Ph.D. Jacqueline Hinckley, Ph.D. Jim King, Ed.D. Richard Marshall, Ph.D. Date of Approval: July 1, 2010 Keywords: syntax, semantics, ERP, N400, sentence structure, children, indexical hypothesis Copyright © 2010, Annie Hirt Nelson ...
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...Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the Grade-Level Expectations associated with the activities. Lesson plans should...
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...Intellectual Disability KAR 91-40-1 (oo) "Intellectual Disability" means significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, which adversely affects a child’s educational performance. Exclusionary Criteria: A child must NOT be determined to be a child with an exceptionality if the determinant factor is: Exclusionary Factor How to Evaluate Evidence shows that the student’s previous reading instruction Lack of appropriate instruction in reading, and curriculum addressed phonemic awareness, phonics, including the essential components of reading vocabulary development, reading fluency (including oral reading instruction (defined in section 1208(3) of the skills), and reading comprehension strategies. This evidence may ESEA(NCLB); come from; (a) an evaluation of the school’s basal curriculum and supplemental materials, and (b) that the student actually received instruction provided by highly qualified teachers using appropriate basal curriculum and supplemental materials. For a child three to five years old, who is not yet enrolled in kindergarten, teams should consider “appropriate instruction” as the child’s participation in appropriate activities. This evidence may come from interviews with family and other caregivers and through observation in the child’s natural environment that indicates whether or not the child has been exposed to activities appropriate for...
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...literacy instruction through a variety of approaches leads to successful readers. The goal of each lesson is to increase student’s literacy success while supporting their literacy needs. To help support third grade literacy skills a teacher can use several, if not all, of the instructional procedures shared in Literacy for the 21st Century: A Balanced Approach by Gail E. Tompkins, 2014. Annotated and Abbreviated List of Tompkins’ Literacy Instructional Procedures [All entries have been adapted from Tompkins (2014) Literacy for the 21st Century: A Balanced Approach (6th ed.). Boston: Pearson with the intent of applying the procedures in a third grade classroom] Guided Reading Uses: Explicit Instruction Purpose: To support students with decoding and reading comprehension learn reading strategies and become independent readers. Overview:...
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...have established that reading should be fun and most students only read because their teachers make them. The reading attitude survey I conducted proved that. I chose my 9-year-old daughter Lynnleigh who is in the fourth grade to take the survey. I started the assignment by reading the article “Measuring Attitude Toward Reading: A New Tool for Teachers” and then I sat down with her and asked her to take the survey. She gladly accepted and began to read the questions and circle the pictures. The first circle was the semi-grumpy Garfield and the second and third circles were the very grumpy Garfield. I have to admit I was surprised by her answers because she is a very bright girl, as I watched her continue to circle the grumpy Garfield pictures I began to get concerned. Lynnleigh answered question numbers six, nine, and ten by circling the happy Garfield. On question numbers, two, three, five, and seven Lynnleigh circled the very grumpy Garfield pictures. These questions were all about how she feels about reading during non-school hours. This showed me that she does not like to read outside of school. Lynnleigh answered question number 15 in the survey "How do you feel about learning from a book?" and number 19...
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...The student diversity is 2 Hispanics, 1 African-American, 1 East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed. OVERVIEW Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading. READING ASSIGNMENT I observed Mrs. Guimond begin at 0915 with a group of five boys. It is a reading group that struggles with pronunciation and comprehension. The group individually takes turns reading a paragraph from a short story. The story is always 12 paragraphs long and has pictures that relate to the topic (it is designed for groups with six members). After each student reads his paragraph two questions are asked; one is to the...
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...retained their skills learned in decoding and word-recognition. Those who received PA intervention were reading at or above the expected level for their age at the follow-up assessment. It is important to remember not every child who receives PA may improve reading...
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