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Assessing Reading Purposes in Education

This chapter explores the importance of assessing reading purposes for school achievement and instructional planning. It introduces the three models of reading (bottom-up, top-down, and interactive), traditional approaches, whole language instruction, and the combined approach. Current practices, such as norm-referenced and diagnostic reading tests, informal reading inventories, and phonological processing assessments, are discussed. Various informal strategies and assessment tools within the classroom are also covered.

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Assessing Reading Purposes in Education

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  1. Chapter 11 Reading

  2. Purposes for Assessing Reading • A part of school achievement • Aids in planning instruction • Skills Areas • Decoding and pronouncing printed elements • Comprehension of the text or assigning meaning to the elements

  3. Three Models of Reading • “Bottom Up” model emphasizes phonetic and linguistic approaches • “Top Down” model emphasizes high-level processes of comprehension • “Interactive” model emphasizes both text and meaning

  4. Traditional Approaches • Skills-based • Skills for decoding and comprehension • Basal readers • Phonics • Linguistics • Programmed instruction

  5. Whole Language Instruction • Reading integrated with other language arts • Meaning and motivation emphasized • Learning takes place in social contexts • Language used for real purposes

  6. Combined Approach Recommended • Development of • decoding skills • Comprehension of contextual meaning • Phonological processing abilities can now be detected in young children

  7. Current Practices • Norm-referenced and diagnostic reading tests are used • Informal reading inventories are grade-referenced • Criterion-referenced tests are used

  8. Woodcock Reading Mastery Tests–Revised (WRMT–R/NU)

  9. Gray Oral Reading Tests (4th ed.) (GORT–4)

  10. Test of Reading Comprehension (3rd ed.) (TORC–3)

  11. Phonological Processing • Test of Phonological Awareness (TOPA) • Test of Phonological Awareness Skills (TOPAS) • Comprehensive Test of Phonological Processing (CTOPP)

  12. Informal Reading Inventories • Reading levels are: • Independent • Instructional • Frustrational • Silent reading levels • Listening capacity levels • Analytical Reading Inventory (7th ed.) (ARI) • Informal Reading Inventory (6th ed.) (IRI)

  13. Other Informal Strategies • Checklists • Error Analysis • Miscue Analysis • Cloze Procedure • Diagnostic Teaching • Criterion-Referenced Tests • Curriculum-Based Measures • Questionnaires and Interviews • Portfolios

  14. Assessment Within the Classroom • Instructional environment • Reading curriculum • Reading materials • Reading skill demands • Interpersonal environment • Interactions between students and teachers • Physical environment

  15. Answering the Assessment Question • Tools vary greatly in how and what they assess • Team must determine relationship to other areas • Performance is documented by results of norm-referenced and informal measures

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