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Assessing Reading Multiple Measures

Assessing Reading Multiple Measures. Who can you use this assessment for?. Students in grades Kindergarten through twelfth Classroom teacher, reading specialist, interventionist Can be administered individually, some assessments can be whole group Some assessments in Spanish .

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Assessing Reading Multiple Measures

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  1. Assessing ReadingMultiple Measures

  2. Who can you use this assessment for? • Students in grades Kindergarten through twelfth • Classroom teacher, reading specialist, interventionist • Can be administered individually, some assessments can be whole group • Some assessments in Spanish

  3. What is it used for? • Used to assist the teacher in targeting strengths and weaknesses • Used to monitor student reading development • Most often used to identify why a student is not being successful in reading (beginning reading skills, fluency or comprehension) • Used to plan appropriate instruction

  4. Assessments are… • Administered individually • Measures a research-based reading skill • Quick, reliable, easy to use • Provides clear and accurate individual student information • Some are curriculum based • Specific skills, some broader screening • 4 broad type: Screening, progress monitoring, diagnostic, outcome assessments

  5. 5 Big Ideas of Reading • Phonemic awareness: the ability to focus on and manipulate individual sounds in spoken words • Phonics: the ability to match sounds to letters and use this knowledge in reading and spelling (also know as the alphabetic principle) • Fluency reading text: the ability to read connected text with speed, accuracy, and proper expression • Vocabulary: the ability to understand and use words • Comprehension: the ability to get meaning from text

  6. Each test provides.. • What? • Why? • How? • When? • What it means? • What’s next?

  7. Phonemic Awareness • Phoneme Deletion Test (p. 24) • (initial, final, first sound of a consonant blend, embedded sound of a consonant blend) • Phonological Segmentation Test ( p.29) • (sentences, syllables, phonemes) • Phoneme Segmentation Test

  8. Phonics • Core Phonics Survey (p. 41- 52) Alphabet, consonant sounds, vowel sounds, short vowels in cvc, consonant blends with short vowels, short vowels, diagraphs and –tch, r-controlled, long vowels, variant vowels, low frequency vowels and consonants, multisyllabic - High-frequency word survey -San Diego Quick Assessment of Reading Ability

  9. Fluency • Grades 2 – 6 • 3 passages for each grade level

  10. Vocabulary • Vocabulary screening (1-8) • measures how well students know the meaning of grade-level words they read silently • Read a word and choose which word from three word choices means the same • No use of context, just pure word meaning • Group or individually

  11. Comprehension • Grades 2-10 • Individual or group • 3 minutes • First sentence complete, every other sentence has 7th word as a multiple choice to complete the meaning, using context clues

  12. What next? • Teaching Reading Sourcebook • What to teach? • Why to teach it? • When to teach? When to Assess and intervene? • How? - teach/model, guided practice

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