After, reviewing the vast amount of reading inventories that can be utilized to obtain a reading competency level for a student. I decided to utilize the Jennings Informal Reading Assessment, this assessment had all of the essential elements needed to analyze and evaluate the reading styles and comprehension level of a student. The unique qualities that assist me in selecting this strategy were that of the preprimary word list. The word list offers the student a chance to learn and observe terms that he/she may not have known prior to the assessment. This also provided me with a better understanding of the student usage of visual cues and ability to utilize prior knowledge to understand and recognize information. This is a cognitive ability
The DeFord Theoretical Orientation to Reading Profile, developed in 1985 by Diane DeFord, is a way to measure the philosophy and belief systems associated with instructional practices in the beginning of reading. The three systems include phonics, skills, and whole language (Vacca et al 2006). The bottom-up beliefs systems, associated with Behaviorism, place emphasis on letters, letter-sound relationships, and the understanding that the student, in order to comprehend the selection, must recognize each word in a text. There is importance placed on decoding, and skills are taught in a systematic and sequential format.
Performing Running Records is an effective way for teachers to monitor the progress student have made in reading and writing. They also analyze the students reading fluency, which is important for comprehension. More specifically, Running Records allow teachers to identify the strengths and weakness students have in reading and writing. Finding their strengths and weaknesses will aid the teacher to identify which literacy components to develop. Running Records also give students insight about what skills they have to develop to become effective and independent readers and writers. According to Tompkins (2009), running records are classroom assessment tools of “students’ oral reading to analyze their ability to solve reading problems” (p.33). Running Records, asses the students’ oral reading and their ability to decode unfamiliar words, use reading strategies,
Informal reading inventories will be efficient for direct observing and recording aspects of students reading skills....
These DIBELS screening assessments were developed to help educators identify struggling, at-risk readers, so that appropriate types and levels of support can be implemented within the school system. They were designed to support efforts at the primary grade levels (K-6th) to prevent reading struggles as the learn progress through the school system. Furthermore, this test was to aid in the elimination in remediation lessons inside of the classroom.
My assessment on this student were intended to focus on is age appropriate base on the Pre- School Common Core Phonemic Awareness as an emergent reading. In my assessment, the child will use prior knowledge on identify letters sounds, with recognizes and name at least all or some the letters. He could use his prior knowledge letters of his name and demonstrate his understanding how print is used and how print works. He can demonstrate his understanding informational from the text. This assessment will show if he could identify book, such as front, back, and story sequences. I could also recognize if he could understand how the events of the story relate with the character in the story. I will have used my assessment sheet with rhyming words to obverses his prior knowledge on rhyming words.
The running record, writing development assessment, and language development assessment created in Literacy 1, effectively assessed the reading, writing, and language abilities of the subject. These assessments were a portion of a literacy portfolio created in Literacy 1. These assessments assisted in understanding the progress this student is making in reading, writing, and language skills and concepts. Furthermore, the running record, writing development assessment, and language development assessment provides data to analyze to determine the student’s level of understanding of the key concepts focused on during these assessments.
The reading selections for this week provide a historical perspective of comprehension instruction at various grade levels. The authors describe characteristics of learners at various grade levels, examine previous instructional goals and discuss the goals for the future, examine previous learning contexts and what learning contexts should become and how assessment strategies can be improved to meet the challenges of learners at various grade and proficiency levels. It is important to note the influence of multiple literacies and the challenges of integrating conventional discourses and nonconventional discourses in the learning context. Wharton-McDonald and Swiger (2009) said, “Instructional practices that repair the disconnect between students’ public and private literacies—practices that form connections between what is personally interesting to students and the material they are asked to read in school will support the development of comprehension processes” (Developing Higher Order Comprehension in the Middle Grades, 2009, p. 523).
For this assignment, I reviewed the Speed Reading Fundamentals through the Lynda website. Throughout high school and college, I have desired to improve my reading skills; while they are similar to the average individual, I wish to become a more advanced reader. This Lynda assessment delves into various subjects such as reading with electronic devices, speed reading, comprehending the information being read, etc. With these lessons, I have found various skills and advice in order to help enhance my reading proficiency.
My previous conceptions and beliefs about reading have been challenged by looking at a different group of learners. Now, I have a more solid theoretical understanding understanding of the importance of reflective reading practices, in which the reader realize that reading is a complex process that is not determined for the fluency and “correctness” of matching the printed word with its expected and “appropriate” sound. I am also more aware of the importance of continuous support for struggling readers in post-secondary
Through this experience I believe that I have gained a better understanding of emerging readers. I had the chance to complete these assessments with two dyslexic students. My initial expectation for these students is that they would be a little more of emergent readers than the average students their age.
“The main goal of more formal educational research is to test theory and to advance scientific knowledge” (Samuels & Farstrup, 1992, p 5). As a result of the noticeable failing reading levels, Congress took it into their own hands to help solve the matter. “Congress directed the creation of the National Reading Panel to reevaluate educational research and give teachers and schools a roadmap to address this problem” (National Reading Panel, 2000 (NRP)). The panel was appointed in 1997, and used numerous studies and research that, once analyzed, was focused into certain areas that need to be incorporated in reading instruction. The areas that were highlighted in the resulting study were phonemic awareness, phonics, fluency, and comprehension (Manzo, 2000, p 1). These areas can be examined more closely in order to gain insight and information into their beneficial effects on effective reading instruction.
Informal Reading Inventories (IRIs) are a commercial test that teachers use to evaluate students’ reading performance. QRI-5’s are just one type of IRI that are available to teachers. These informal tests are often used as a screening instrument to determine whether or not a student is reading on or below grade level. Some of the other uses of IRIs are seeing where students are struggling in their reading; for example fluency versus comprehension, to help them recognize where students are showing signs of frustration, to help teachers set up reading groups or even help with picking out appropriate reading material for their students. While the information gained in these informal tests are vital sometimes the additional information gained
According to Temple et. Al, there are components for reading. “Reading is the act of getting meaning from a written text.” (Temple & Ogle & Crawford & Freppon, 2005, p.7) There are steps to learn to read; first step is “word recognition.” This activity is that readers recognize letters and words. Next step is “phonemes” which is the smallest sounds in language. Readers who in “phonemic awareness” are able to know how to make sounds with letters. In “comprehension” step, readers are able to understand what they are reading. They can improve reading ability by expanding knowledge of vocabulary. If they can understand words faster than previous time and accurately, they are on “reading fluency” step. The last step, which is “interpretation” or also known as “critical reading”, is a time when they are able to understand author’s thought and mind by reading their words and arguments. National Reading Panel categorized literacy by areas of alphabetic, fluency, comprehension, teacher education and reading instruction, computer technology, and reading instruction. Alphabetic includes
in order to see how she is as a reader. The first one I performed was a miscue analysis. Through this I was able to assess T.J. based on the cueing systems and see how she approaches reading. “Miscue analysis is an excellent way of evaluating a students use of strategies as well as monitoring their reading strengths and areas requiring word recognition instruction (Flippo, 67).” During my miscue analysis I was able to find several things. Before we read the book we briefly flipped through the pages and went over names of the people, in order to avoid any miscues that involved names. Students often stumble over names if they are uncommon. I wanted to ensure her miscues were words rather than the names of the characters. She rarely miscued on the names of the characters since we went over that information. Although overall she would repeat many times during reading, yet she was good about correcting her
How can what we know about the development of readers inform reading comprehension instruction? Reading instruction typically starts in kindergarten with the alphabetic principle, simple word blending, and sight word recognition. Texts read by early readers usually include very little to comprehend. As children develop reading ability, they are able read more complex texts requiring greater comprehension skills. Separate and explicit instruction in reading comprehension is crucial because the ability to comprehend develops in its own right, independent of word recognition. The ability to read words and sentences is clearly important, but as readers develop, these skills are less and less closely correlated with comprehension abilities. (Aarnoutse & van Leeuwe, 2000) While no one would argue that word blending and sight word reading skills be omitted from early reading instruction, vocabulary and listening comprehension may be at least as important in achieving the even...