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Reading Assessment and Instruction

Learn how to assess reading levels using operationalized functioning levels, word attack techniques, and comprehension measures. Understand the hierarchy of instruction and enhance reading skills efficiently.

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Reading Assessment and Instruction

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  1. Reading Assessment and Instruction Using Levels of Functioning to Assess Reading and Determine Instructional Expectations

  2. Factors in Deciding How to Teach Reading • Student attitude, energy, and motivation • Effectiveness of previous approaches • Clear diagnostic information of specific reading problems (of the individual) • Teacher knowledge of reading strategies • Matching appropriate reading program with the student.

  3. Functioning Levels Operationalized for Reading • Independent: >98% word recognition + >90% comprehension. Thumbnail: @95% overall • Instructional: 95% word rec. and >75% comprehension. Thumbnail: @ 80 - 90% overall • Frustration: <90% word rec. and <50% comprehension. Thumbnail:<80 % overall

  4. Hierarchy of Instruction • Reading for accuracy • Reading for fluency

  5. Strands of Reading Curriculum • word attack • word recognition • reading comprehension

  6. Word Attack • Definition • Analysis of words • Represent discrete oral sounds associated with letters or groups of letters • Scope and Sequence • Should be developed according to observed needs of the student and/or in relationship to curriculum • Major Approaches • Phonics • Structural Analysis

  7. Performance Measures • Isolated sounds - 70 spm @ 98%accuracy • Words in a list - 80 wpm @ 98% accuracy • Words in text - 100 wpm @ 98% accuracy

  8. Sequence of Fluency Measures • Sounds in isolation • Saying nonsense words • Saying phonetically regular words • Oral reading from text • Isolated prefixes and suffixes • endings, prefixes , & suffixes with nonsense roots • Structural analysis of words

  9. Word Attack Levels of Assessment • Knowledge • Associate letters with sounds • Recognize beginnings and endings • Application • Apply rules for decoding • familiar words • unfamiliar words

  10. Error Analysis • Topology • reproduction errors • Miscue analysis • errors in grammar and/or meaning • Specific word attack errors • based on what has been taught

  11. Word Recognition • Definition: • treating a group of letters as a single unit • Scope and sequence • Curriculum types • Developmental • Functional • Major Approaches • Student-specific words in the curriculum • Overall fluency

  12. Performance Measures • Latency and rate • words in isolation • Passages in text

  13. Levels of Assessment • Associate letters in sequence as words • 95% accuracy • Do so to automaticity • 95% fluency

  14. Reading Comprehension • Definition • ability to obtain meaning from print. • Scope and Sequence • Word attack and recognition are important prerequisites • Literal, inferential, and critical comprehension • Little consensus on what skills to teach and in what sequence

  15. Performance Measures of Reading Comprehension • Comprehension is measured indirectly: • that is, they are inferential • Often measurements of RC are more accurately influenced by • Language • Cognition/reasoning • Memory • Literary skills • Prior Knowledge

  16. Language Influences on Reading Comprehension • To comprehend text requires • knowledge of vocabulary (semantics) and grammar (syntax) • the student must know what words mean • apart and in conjunction with other words • language competence of the learner must match the language demands of the text • Reading comprehension cannot exceed general language competence.

  17. Cognition/reasoning Influences on Reading Comprehension • Prediction/extrapolation • prediction requires going beyond information presented • extrapolationn reqires prediction plus making unstated conclusions • Higher order skills • summarize, analyze, synthesize

  18. Memory Influences on Reading Comprehension • immediate or long term recall/retell • recognition of main ideas or details

  19. Literary Skills Influences on Reading Comprehension • Recognition of literary devices • satire, irony, sarcasm • similes, metaphors • Interpretation • literary devices • poetry

  20. Influence of Prior Knowledge on Reading Comprehension • Students can comprehend new material if it covers something they already know • New material that covers something unexperienced may be more difficult

  21. Guidelines for Measuring Reading Comprehension • Measures should match vocabulary and syntax of the material covered • Assessments should measure comprehension (not analysis, synthesis, or evaluation) • Assessment should measure literal comprehension • Assessment should allow the student see the passages to avoid recall/memory influences • Assessment of comprehension should account for prior knowledge • pretest or provide relevant background information

  22. Common Performance Measures of Reading Comprehension • Sentence verification tests • Student retelling • Time oral reading • Cloze procedures • Text comprehension quesitons

  23. Sentence verification tests (Prompted Written Recall) • A group of sentences • drawn from a passage • with changed meaing • distractors • Student reads and answers (from memory) whether information in sentences were in or same in meaning as the original passage. • >85% = Independent, 75-85% = Instructional, <65% = Frustration

  24. Student retelling • Students read and paraphrase as they go along • Students read entire passage and paraphrase at the end • Procedures for scoring include • Percent total words retold per words in the passage • Percent content words retold per content words in the passage

  25. Time oral reading • Fluency of reading is highly associated with reading comprehension • Measure words read correctly per total words read • Correct words per minute • See Salvia and Hughes (1990) for detailed procedures

  26. Cloze Procedures • Choose a grade level passage of 250 words • Provide a 25-word lead-in paragraph/passage for reading sense • Delete every 5th word and replace with a blank (@ 15 spaces each) • Provide a guided pre-sample for understanding • Make the procedure untimed

  27. Cloze Procedures • Student reads the passage and says or writes the missing words (spelling not a concern) • Exact correct words or close synonyms are accepted • >57% = Independent, 44-56% = instructional, <44% = frustration

  28. Answering Text Questions • 5 - 10 questions at appropriate reading level • Use text explicit and implicit questions • >90% = Independent, 75-89% = Instructional, <75% = Frustration

  29. Other Common Reading Assessments • Informal Reading Inventories • Content Reading Inventories • Textual Reading/Study Strategies • Observation/Error analysis

  30. A Classroom Informal Reading Inventory (In the Content Area) • Pick 20-25 words from 2 grade levels to the present (present to 2 grade levels above for potentially advanced readers) using appropriate subject matter texts. • Select passages of 200 -250 words from the same texts. • Construct 5 questions for each passage: include recall facts, inferential questions, and vocabulary definitions.

  31. Observation/Error analysis • Checklists/Observational Instruments • Used to identify specific areas of difficulty • Error Analysis • Used for identifying common errors to target for instruction

  32. Levels of Assessment • Literal, inferential, and critical comprehension require different assessments • Beginning students should assessed for literal comprehension • Advance students can be assessed for higher levels of comprehension • Inferential comprehension requires students to analyze, synthesize and draw conclusions • Critical comprehension requires evaluation and judgements of the reading’s worth.

  33. Diagnostic Information Assessment • Compare reading proficiency of students in the class with target student • Important to determine proficiency on what the student can be expected to do. • Reading Proficiency Statistics from NCES

  34. Reading Instruction for Secondary Students with Mild Disabilities Strategies and Models

  35. The Reading Process • Motivational Analysis • Vocabulary Development • Word Recognition, • Word Knowledge (Definition) • Teaching Comprehension • Strategic Reading • Strategic Teaching

  36. Motivational Analysis • Identify why student needs to read in your content area • Identify why student will read in your content area • Identify how student is convinced to read in your content area (primary and secondary reinforcers) • Attach reinforcers to reading activities

  37. Word Recognition (for highly deficient readers) • Identifying words • use of computer assisted instruction or flashcards • Word ID strategies (e.g., DISSECT) • Use word banks with motivational inventories (token reinforcement)

  38. Word Knowledge (Definition) • Concept diagramming (mapping) • Computer-generated maps (e.g., Inspiration) • Finding synonyms, • Contextual analysis • Using Reference Sources • Morphemic Analysis • Understand the parts, understand the word

  39. Strategic Reading • Study Strategies • Analyze sections of the text • Comprehension Strategies • RAP • Read the paragraph • Ask yourself what the paragraph is about • Put the main idea and two details in your own words.

  40. Strategic Teaching • Reciprocal Teaching • Direct Instruction • Adaptation Analysis

  41. Reciprocal Teaching • Summarize • Question • Clarify • Predict

  42. Direct Instruction • Structure the learning climate into predictable activities that provide • a high level of teacher-student, and student-student interaction • make efficient use of learned strategies • Teacher behaviors include • questioning • paraphrasing • visual imagery

  43. Adaptation Analysis • Options • Reduce the expected amount of learning • Match textbooks to learning abilities • Enhance content through study guides • Provide technology accommodations • promote use of appropriate learning strategies

  44. Writing samples • 10 minute probes • Story starters (pictures) • Calculate the words written and correct words written • correct = spelled correctly and appropriate mechanics • Determine % accuracy of writing sample. • Determine most appropriate writing goal

  45. Writing Sample 1: Picture of a flying saucer circling a small town • a green space man comes to boise. he kill boys and girls. there moms and dads are sad.

  46. Writing Sample 2: Picture of a party • its a party and my friends come to my house. we dance and Ill have lotsa fun.

  47. Sample 3: Picture of skier with child • my skisut is red. I go fast on hills. my sisters ski with me. its to cold to ski for a long time.

  48. In reading “Mary had a Little Lamb” What do you think the teacher would say if Mary brought the lamb a second day? Reading Comprehension Sample 1

  49. In reading “Mary had a Little Lamb” How do you think Mary felt about her day at school? Reading Comprehension Sample 2

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