chapter 11 reading

Chapter 11Reading

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

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

Traditional Approaches Skills-based

Skills for decoding and comprehension Basal readers Phonics Linguistics Programmed instruction

Whole Language Instruction Reading integrated with other language

arts Meaning and motivation emphasized Learning takes place in social contexts Language used for real purposes

Combined Approach Recommended Development of

decoding skills Comprehension of contextual meaning Phonological processing abilities can now be

detected in young children

Current Practices

Norm-referenced and diagnostic reading tests are used

Informal reading inventories are grade-referenced

Criterion-referenced tests are used

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

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

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

Phonological Processing Test of Phonological Awareness (TOPA) Test of Phonological Awareness Skills

(TOPAS) Comprehensive Test of Phonological

Processing (CTOPP)

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)

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

Assessment Within the Classroom Instructional environment

Reading curriculum Reading materials Reading skill demands

Interpersonal environment Interactions between students and teachers

Physical environment

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