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Reading Assessment

KSU, Professor Simpson
by

Joanne Simpson

on 24 May 2013

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Transcript of Reading Assessment

KSU, Dr. Simpson Reading Assessment Conference
Interest Inventory (Robb CD)
Oral Reading Analysis
. . . wait. . .what is that?? I think s/he can't read. . .now what? Have a student read a 100 word passage aloud, to you
Something s/he has never read before and is unfamiliar with.
Make a log of each of the errors that are made.
If they make 1 error or less, they read with a 90% recall.
2-5 errors is a 75% recall
6+ errors is failure to recall Miscue Analysis 90% recall means your student can read independently. This is typically a fluent reader, assuming you chose an appropriate text.
A 75% recall means the student can read at the instructional level. S/he does not read because you told them to and they are looking for whatever it is that you told them to look for.
No recall (6+ errors) - this is George. This student cannot read or reads at the "frustration" level - 3rd grade, maybe. What do those recall levels mean? Examples of assessments are: standardized tests, teacher made tests, quizzes, oral reading error analysis, journal entries, book logs, conferences, interviews, writing samples, spelling inventories, observational notes, self-evaluations, interest and attitude surveys, student behavior notes, etc.
Everything in your literacy folder on that student is an assessment.
An evaluation is what you have done with the data gleaned from those assessments.
Evaluations are interventions that improve learning - they are similar to assessments but they are more informed - more educated decisions on how to move forward with instructing that student. Assessment v Evaluation This should be done in every class you have, regardless of the content.
First, you get to know them as readers - use interest inventories, observations, etc.
Teach reading strategies with your content, regardless of your content.
Select books that are relevant to your content, and their reading level AND their interest level
Conduct oral reading with the, in conferences, small groups, or low stress situations.
Assess for comprehension
Require independently practiced reading
Teach them to self-assess their reading. If you teach them it is important to you, regardless of your content, it will be important to them. How do I start the assessment process? You have little time and quite a few students to assess. Assessing quickly, during conferences is easiest, especially at the beginning of the year when you do not know them that well. Your goal is to find your struggling readers and your Georges.
Give the students a 100 word passage, and make a copy for yourself.
Give them some background knowledge (1-2 sentences) so they can access their schema.
Conduct a miscue analysis as they read.
Have them re-read it silently when you are done.
Choose 3-5 words and ask them to explain their meanings.
Have them retell you everything they can recall from the passage. Assess via Conference Once you have the data on the "perceived" reading level of the student you can adjust your instruction accordingly.
You can conduct formal miscue analysis at a later time (see pg 292-298 in the Robb text for details)
You can employ flexible and responsive grouping accordingly.
You can modify vocabulary instruction
You can talk to counselors, other teachers about your findings
You can make a difference and make an impact.
BUT, you will first have to make the effort to figure out whether or not the child can read, What do I do now?
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