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Reading and Assessment

Most important subject in elementary school
Most subjects in later grades require well-developed reading skill
Reading deficits are a common academic problem
Reading assessment relies on curriculum-based procedures and more formal testing

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Definition

Process of understanding printed material

Reading readiness
Word recognition
Reading comprehension
Silent reading

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Curriculum-Based Assessment (CBA)

Uses content taken directly from the material being taught
Evaluates student performance in direct relation to the curriculum
Allows the teacher to make educational decisions based on actual reading behavior
Relies on

teacher-made tests, checklists, rubrics, classwork, homework assignments, and teacher impressions

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Curriculum-Based Assessment (CBA)

Examples of Specific CBAs

Diagnostic checklists (High Frequency word list for sight words)
Miscue analysis (Analyze the mistakes)
Running records
Cloze procedures
Informal reading inventories

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Informal Reading Inventories

Graded word lists for testing word recognition ability (sight words)
Graded reading passages for evaluating oral reading, silent reading, and comprehension
Commercially available informal reading inventories
Teacher-made reading inventories (Running Record)

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Informal Reading Inventory�e.g. The Bader Informal Reading Inventory

Purpose:

Designed to determine students entry reading level.
Confirming a student’s progress.
Informs instruction

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The Test

Skills Assessed:

Reading Comprehension�Language Comprehension�Decoding�Phoneme Awareness�Letter Knowledge�Concepts About Print�Phonology�Syntax�Phonological Awareness

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Overview of Test

Section 1-

Word Recognition

8 word lists (Pre-primer to Level 6)

Section 2-

Reading Comprehension

Assessment includes

Each section builds upon the previous.

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Section 1

Is the starting point.

The list becomes progressively more difficult with each lettered list.

Ask the student to read consecutively higher lists until three or more words are missed.

Record which Word List is at the student’s independent level (no more than one mistake), instructional level (no more than two mistakes) and lowest frustration level (three or more mistakes).

Word recognition

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Examples of Word Lists

Word List A (Preprimer)

___ the
___ am
___ get
___ is
___ and
___ here
___ see
___ not
___ can
___ will

Word List D (Level 2.0)

___ biggest
___ where
___ yourself
___ those
___ before
___ things
___ stopped
___ place
___ always
___ everyone

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Scoring Word Recognition

a. If the word is pronounced correctly, no mark.

b. If the word is pronounced incorrectly, place an “X” next to the word and write the word as the student pronounced it.

c. If the reader self-corrects, add a “C”.

d. If a word part is omitted, draw a line through the part omitted.

e. If the student fails to pronounce the word at all, draw a line through the entire word.

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Section 2

Is based on the number of mistakes the student makes in Section 1

Start at independent level

Have student read passage aloud.

Have the student retell the story and number the memories in order.

Record number or “unprompted memories”.

Use questions to recall information not given.

Record “prompted memories:”

Reading Comprehension

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Issues- low level low interest.

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Reading Comprehension Observations

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Running Records

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