Reading Assessment

Reading Assessment

1. Record Teachers observations

   • 1. Thing-alouds: interactive and focus on active construction of meaning. Emphasizes the use of prior knowledge 2. Probes and individual interviews: allos the teacher to discuss reading attitudes with students
   • Strategies checklist or rating scales
   • Miscue analysis: reveal students strengths in using graphonemic, syntatic, semantic and discourse knowledge
   • Running records: using a blank sheet of paper, the teacher places a check mark for every word that is read correctly and records words the student reads that do not appear in the text.
   • Anecdotal records: Observational notations describing language and social development at a specific point in time.

2. Reasinf in the native language

   • Dependends on knowlage about the world, language and print
   • Entails making inferences and evaluating what is reas

3. Reading in a second language

   • Second language readers use background knowledge
     • Topic, text structure, world

4. Top-down models

   • Readers hypothesis, predictions about the text, attempts to confirm predictions, readers weak in one strategy might rely on others

5. Interactive meanings

   • Interaction, reader and text, interplay lower and higher level reading processes (decoding and prior knowldge) and relationship form and function (text structure and genre)

6. Reading comprehension depends on specific examples in memory

   • Schemata: knowledge already stored
   • Abstract and general schemata: distinctive feature that make up generic categories
   • Background knowledge: life experiences and cultural assumptions

7. What works in reading instruction

   • Extensive amounts of time for reading in class
   • Direct strategy instruction in reading comprehension
   • Opportunities for collaboration
   • Opportunities for discussions on responses to reading

8. Reading in the content areas

   • Schema activation
   • Active use of reading and learning strategies
   • Text structure: content and structure of the text influence reading comprehension, 5 text patterns
     • Description
     • Sequence
     • Comparison-contrast
     • Cause-effect
     • Problem- solution

9. Authentic assessment of reading

   • Plan time for assessment, involve students in self and peer assessment,

10. Plan for assessment

    • Outline major instructional goals or learning outcomes
    • How often to collect information on reading progress
    • Identifying instructional activities or tasks currently used in the classroom
    • Provide students with feedback

11. Select assessment activities

    • Retellings
      • To evaluate story maps, checklist, rating scales, questions. - speak at length (informal setting). -Develop oral language profiency and reading comprehension
    • Reading logs
      • - Document the type and quantitity of reading. - Chart with information about the reading. - Teachers can provide feedback
    • Literature response logs/ journals
      • -Students respond writing to materials they have read (jorunals about what a student is reading). - Teacher and student dialogue (personal reaction)
    • Literature discussion groups
      • Increased reading comprehension, listening skills, spoken language proficiency, participation, respect for low-achieving students and more time for teacher observation
    • Cloze tests
      • -Reading passages with blanks (words deleted from the original text). - "Overall comprehension of a text". - Estimate instructional reading level (independent reading, instructional level, frustration level). - Intermediate and advanced level readers.
        • Types: fixed ratio, rational/purposive deletion, maze technique and limited
    • Text with comprehension questions
      • Immediate identification of students comprehension level with specific texts. - A copy of one page from a reading passage or students have been asked to read. Comprehension questions on the reverse side.
    • Reciprocal reading
      • 1. Read silently 2. The student summarize the paragraph 3. The student asks the group one question 4. The student predicts what will come next