Diagnostic & Corrective Reading

Review of Formal/Informal Assessments

Interest Inventories Attitude Surveys Efficacy and Awareness Surveys Observing Readers Running Records & Miscue Analysis

Running records FCAT Cloze/Maze Inventory DIBELS Stanford Achievement Test Attitude Survey Woodcock Reading Mastery Test Rubrics Portfolios

They indicate whether a student needs further screening.

They are designed for validity and reliability.

Assesses student achievement compared to norms (by age/grade) or criteria (standards/benchmarks).

Diagnose reading problems

Check student reading level

Document reading behaviors (and analyze)

Identify interests and attitudes-motivation

Monitor growth

Track student thinking

1. Get to know the reader• Interest Inventories• Attitude Surveys• Interviews

2. Help the reader feel comfortable• Small Talk• Briefly explain what you will be doing• Remain neutral

3. Instructions for the reader• Let them know what you will be asking them about, the

purpose• If the student gets stuck, tell them to do what they would

normally do if you were not there

Determines the interests of child.

Determines literacy likes and dislikes of child.

Appendix C.13Personal Interest Survey p. 427 or C.37 Informational Texts p. 465; Pages 5 & 6 of HO

Determine if child’s attitude improves after a particular type of instruction

Determine child’s particular likes and dislikes of reading and writing• Is reading or writing hard for them?• Do they enjoy reading stories, but dislike

informational books?• Do they enjoy writing information material, but

dislike writing stories?

Appendix C.14Primary: Reading (p.428-9) Writing (p. 430-31) Scoring Sheet (p. 432)

Intermediate: Reading (p. 433) Writing (p.434)

Students’ beliefs of efficacy as a reader and writer

C.19 Reader p. 435-436; Writer p. 437-439

See page 7&8 of Handout. General interests Reading interests and preferences Attitude towards reading approaches Fix-up strategies Awareness of strategy use

Designed for early readers.

Review C.2 p. 415 with an elbow partner-

How would you determine whether the student understand the concept of print?

Look at pp. 9-12 (HO).

Review pp. 466 (Appendix C.38)for expository text.

Read through with elbow partner- discussing how you would determine

whether a student exhibited that behavior. Could you do it all in one

observation?

5 Potential Problems that Miscue Analysis (with retelling) can alert us to pp. 52-57:

• 1. Developmental Lag

• 2. Overuse of Phonics

• 3. Underuse of Phonics

• 4. Problems with Comprehension

• 5. Self-Doubt as a Reader

Look through handout p. 13. Discuss miscues with an elbow partner.

Which miscues count as an error? Omission Insertion Substitution Teacher Told

Get out handout p. 14.

Take running record.

Show my coding.

Discuss M-S-V error; Miscue Analysis

Look at pp. 15-16 in HO.

Discuss use.

Read Chapter 4.

Participation Assignment- Complete page 18 of Handout Phonemic Awareness Anticipation Guide, bring to the next class