Pp ch12
- 1. Chapter 12 Using Diagnostic Reading Measures
- 2. Why Do We Assess Reading? • It is a fundamental skill students need to be successful in a variety of areas • Need to know when instruction is working • Need to know when intervention is needed for certain students • Need to know how to intervene • A small group of students may need ongoing accommodation (e.g., screen-reading software)
- 3. History of Reading Instruction • Up until 1950s: Whole Word Instruction • After 1950: Increasing Evidence of the Importance of Phonics Instruction • Beginning in the 1970s: Recognition of the importance of teaching phonemic awareness as an early literacy skill • However, many still disregard research supporting phonics and phonemic awareness instruction
- 4. Skills Assessed by Diagnostic Reading Tests • Oral Reading • Reading Comprehension • Word-Attack • Word Recognition • Other Reading and Reading-Related Behaviors
- 5. Oral Reading • Rate of Reading • Reading Errors – Teacher pronunciation/aid – Hesitation – Gross mispronunciation – Partial mispronunciation – Omission – Insertion – Substitution – Repetition – Inversion
- 6. Reading Comprehension • Literal Comprehension • Inferential Comprehension • Critical Comprehension • Affective Comprehension • Lexical Comprehension
- 7. Word-Attack • Used to derive the pronunciation or meaning of a word through phonic analysis, structural analysis, or context cues
- 8. Word-Recognition • Ascertain a student’s sight vocabulary • Typically, with enough exposure, students will recognize a given word.
- 9. Other Reading-Related Skills • Vocabulary • Handwriting • Spelling • Auditory Discrimination
- 10. GRADE • Standardized, can be group administered • Provides a growth score • Large norm sample, but not all characteristics are provided • Total test score reliability is strong, subtests not as strong
- 11. DIBELS Next • Measures the following: phonemic awareness, alphabetic principle, advanced phonics, fluent reading, reading comprehension, and vocabulary • May be helpful as a screening tool; need multiple administrations for other purposes
- 12. TOPA-2+ • Measures early phonemic awareness and letter-sound correspondence for early elementary school students • Well-described norms • Reliability better for kindergarteners than more advanced students • Adequate evidence for validity