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2. Needs Assessment

2. Needs Assessment. Reading Prosody Jessica Rauth. Needs Assessment Model. Discrepancy-Based Needs Assessment : Need 1: Awareness of prosody as an inseparable component of reading fluency Fluency is recognized as an essential component of skilled reading. (National Reading Panel, 2000)

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2. Needs Assessment

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  1. 2. Needs Assessment Reading Prosody Jessica Rauth

  2. Needs Assessment Model • Discrepancy-Based Needs Assessment: Need 1: Awareness of prosody as an inseparable component of reading fluency • Fluency is recognized as an essential component of skilled reading. (National Reading Panel, 2000) • Fluency’s significance in reading instruction has not been acknowledged until recently, and deserves further investigation. (Allington, 1983; Ness, 2009) • Current Expectation: Fluency is defined as the ability to read at a reasonable rate (speed), accuracy, and proper expression (prosody). • Current Performance: Unfortunately, many teachers disconnect the components of reading fluency, focusing on reading rate and accuracy, and leaving out the component of prosody.(Dowhower, 1991; Hicks, 2009) How can teachers assess prosody when they do not even know what prosody is?

  3. Current Expectations – WA State GLE’s GLE1.4.2: Apply fluency to enhance comprehension. Grade 1: Read aloud familiar grade-level text with accuracy in a manner that sounds like natural speech. Read aloud unpracticed grade-level text with fluency in a range of 50–65+ words correct per minute. Grade 2: Read grade-level text aloud fluently with expression. Read aloud unpracticed grade-level text with fluency in a range of 90–100+ words correct per minute. Grade 3: Read aloud familiar grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression. Read aloud unpracticed grade-level text with fluency in a range of 110–120+ words correct per minute. Grade 4: Read aloud grade-level literary/narrative text and informational/expository text accurately, using appropriate pacing, phrasing, and expression. Read aloud unpracticed grade-level text with fluency in a range of 115–125+ words correct per minute. Grade 5: Read aloud grade-level informational/ expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression. Read aloud unpracticed grade-level text with fluency in a range of 125–135+ words correct per minute. Grade 6: Read aloud grade-level informational/ expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression. Read aloud unpracticed grade-level text with fluency in a range of 145–155+ words correct per minute. Grade 7: Read aloud grade-level literary/narrative text and informational/expository text accurately, using appropriate pacing, phrasing, and expression. Read aloud unpracticed grade-level text with fluency in a range of 145–155+ words correct per minute. Grade 8: Read grade-level literary/narrative text and informational/expository text orally with accuracy, using appropriate pacing, phrasing, and expression. Read aloud unpracticed grade-level text with fluency in a range of 145–155+ words correct per minute.

  4. Needs Assessment Model • Discrepancy-Based Needs Assessment Need 2: Effective assessment of reading prosody Current Expectation: • Teachers are expected to use assessment-driven instruction. Current Performance: • Reliable and valid measures of oral reading fluency (rate and accuracy) are widely used and used effectively • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) • Curriculum Based Measures (CBM) • Gray Oral Reading Test (GORT) • What is not as well documented is the use of reliable measures when determining the rate of growth in prosody skills. Current measures used: • NAEP 4-point fluency scale • Allington’s 6-point scale • Zutell & Rasinski’s 4-point scale How can teachers effectively assess reading expression when there is not currently a reliable measure of prosody?

  5. Instructional/Training Needs • Need 1: Pre-service teachers, paraprofessionals, and currently certificated educators need training on reading prosody as an inseparable component of reading fluency. • Need 2: Pre-service teachers, paraprofessionals, and currently certificated educators need training on how to use a developing prosody measure (currently being tested for reliability).

  6. Non-Instructional Needs • Communication with school districts and universities • Support of school districts and universities • Learners’ acknowledgement of the need for training • Learners’ motivation to continue learning & implementing research-based best practices

  7. Learning Environment • Technology Requirements: Computer, projector, audio, microphone • Classroom setting: Desks or tables, chairs

  8. The Learners • Pre-service teachers (Education program students, student teachers, etc.) • Paraprofessionals • Certificated teachers • Administrators ?

  9. Recommended Readings Dowhower, S. L. (1991). Speaking of prosody: Fluency's unattended bedfellow. Theory into Practice, 30(3), 165. Retrieved from EBSCOhost Kuhn, M. R., Schwanenflugel, P. J., Meisinger, E. B., Levy, B. A., & Rasinski, T. V. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230-251. Retrieved from EBSCOhost Schrauben, J. E. (2010). Prosody's contribution to fluency: An examination of the theory of automatic information processing. Reading Psychology, 31(1), 82-92. doi:10.1080/02702710902753996 Schreiber, P. A. (1991). Understanding prosody's role in reading acquisition. Theory into Practice, 30(3), 158. Retrieved from EBSCOhost

  10. References Allington, R. L. (1983). Fluency: The neglected reading goal. Reading Teacher, 36(6), 556-61. Retrieved from EBSCOhost Dowhower, S. L. (1991). Speaking of prosody: Fluency's unattended bedfellow. Theory into Practice, 30(3), 165. Retrieved from EBSCOhost Hicks, C. P. (2009). A lesson on reading fluency learned from the tortoise and the hare. Reading Teacher, 63(4), 219-223. Retrieved from EBSCOhost National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment for reading instruction. NIH Publication No. 00-4754. Washington, D.C: U.S. Government Printing Office. Retrieved from: http://www.nichd.nih.gov/publications/nrp/report.cfm. Ness, M. (2009). Laughing through rereadings: Using joke books to build fluency. Reading Teacher, 62(8), 691-694. doi: 10.1598/RT.62.8.7 Zutell, J., & Rasinski, T. V. (1991). Training teachers to attend to their student's oral reading fluency. Theory into Practice, 30(3), 211. Retrieved from EBSCOhost

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