The San Diego Quick Assessment

Accurate, automatic recognition of printed words drives the reading process (Morris, 2008). Spelling assessments play a vital role in this process and enhances the development of reading. These assessments also serve as an important tool when assessing the reading ability of students. When attempting to recognize any challenges students may face, spelling assessments are very useful. Dr. Bear goes into detail about spelling assessments and how they provide valuable insights about the reading development of students and goes into detail about

Many students were reading below grade level, and Tyner needed an intensive reading model that could fill in the gaps of each student’s literacy. She began using a basal reading program called Early Steps (Morris, Tyner, & Perney, 2000). Tyner decided to use some of the components of Early Steps to develop her own reading model that would focus on the needs of beginning and struggling readers. The Small-Group Differentiated Reading Model consists of a framework specifically designed for beginning and struggling readers so that they may progress through the appropriate developmental stages and become proficient

The educator will choose a passage from the book for the students to read aloud in objective 3. The students will read the passage aloud and the teacher will makes notes on the words read incorrectly or correctly. The educator is able to measure and the student’s individual reading level by listening and recording reading behaviors. The information gathered through the oral reading accuracy assessment can be used to determine error accuracy and self correction rates. To demonstrate 90% accuracy in Objective 3, students must be able to read text that is challenging and manageable.

Informal Reading Inventory (IRI) are diagnostic assessment administered individually to evaluate different aspects of students’ reading. After reading the text, students orally are answering the questions following the text. Teachers take into the consideration additional factors,, such as fluency, students’ prior knowledge, and determine students’ reading levels. This information may to choose appropriate reading material for students, to form reading groups, and to plan future reading instruction taking into the considerations students strengths and needs. According to Chall (1983), the greatest value of IRI is to help educators to diagnose the gaps in the abilities of readers who struggle the most. For teachers, who looking for the better way to address students instructional needs of children, who have reading difficulties, IRI is a very valuable diagnostic tool.

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress monitoring data were considered to determine Addison’s correct word per minutes. According to the data, Addison’s word recognition skills significantly impacts her ability to read fluently, thus causing frustration. She is currently being progressed monitored at a third grade level, indicating she falls near the thirty third percentile when compared to third grade students nationally, reading a median of 109 correct words per minute.

“Words Their Way is a developmental spelling, phonics, and vocabulary program. It was developed by Invernizzi, Johnston, Bear, and Templeton. Words Their Way is intended to be a part of a balanced literacy plan that includes fluency, comprehension and writing. Word study is implemented as a small component of the literacy plan but it is also interwoven in actual reading and writing texts.” Through my participation of such classes and by experiences that I have encountered with literacy and assessments, I feel that I have mastered standards 3.1, 3.2, 3.3, and 3.4. I can successfully use data from assessment tools to guide the instruction needed within my classroom or on an individual basis. As a classroom teacher, I work closely with the

Back to school reading in the primary grades usually begins in the classroom assessment, and part of a formal reading assessment includes reading fluency. Teachers strive for students to read grade-level texts throughout the year with purpose and understanding. Testing students in reading by using a variety of formal assessments, such as DRA (Developmental Reading Assessment) or PALS (Phonological Awareness Literacy Screening) provides a little insight into how well students read, but there is usually only one or two reading passages used. Fluency is one area that is extremely important, but seldom practiced because most students read independently to themselves. Together with phrasing, expression and punctuation, pace is can be evaluated by teachers in small group guided reading lessons. Students are given an opportunity to read out-loud in front of their teacher and their peers, but often will not receive daily practice with fluency everyday.

Grades K-5th is a little different. They assess their reading program through what is known as PALs. PALs is “Phonological Awareness Literacy Screening” (“PALs Quick Fact,” 2007). Not only does this evaluation determine how

This article described reading difficulties aligned to the Simple View of Reading (as cited in Gough & Tunmer, 1986). They went into depth about three types of poor readers: (a) dyslexia- those with poor decoding, (b) language comprehension- poor reading comprehension, and (c) listening comprehension- impairments in both decoding and language comprehension. Further, they broke down how each reading difficulty is believed to manifest, is measured, and what it specifically affects.

Designing an individual intervention to increase reading fluency requires completion of assessments that will determine the child’s reading strengths and weaknesses. An inaccurate reader needs direct instruction on improving word recognition, which may include sight words and decodable words (which rules is the student not applying) at their instructional level. Once the goals have been established, in this case fluency, the intervention will begin with an introduction on fluency and word recognition.

Performance Activity 47: Giving an informal reading assessment, BRI, impacts student learning by how I will evaluate results to determine how to plan effective instructional plans, if I were a teacher. As part of my BRI project, I have to administer all four sections of the BRI, evaluate the student’s results, and write up activities and instructional plans I would enforce to help the student enhance areas of improvements. For example, I have noticed when the student orally reads, she tends to repeat words while reading; while this does not significantly impact the flow of her reading, it can affect how she comprehensions the text and how many words per minute she can read. When answering comprehension questions the types of questions she misses, the most often, are

Madilynn participated in the focused reading intervention Read 180 with the school reading specialist. Despite Madilynn’s excitement to personalize her learning, Madilynn has experience limited success. Based on the individually administered Woodcock-Johnson Tests of Achievement IV (WJ-IV), Madilynn performed in the Basic Reading Skills cluster with a standard score of 89 (low average when compared to same age peers). On the two subtests within the Basic Reading Skills cluster Madilynn achieved the following: Letter-Word Identification-94 (Average) and Word Attack-83 (Low Average). These scores indicate that Madilynn reads in the average to low average range when compared to his age level peers. These tests measure sight word vocabulary, the

In order to analyze evidence of children’s language and literacy learning, I determined my student’s language and literacy skill baseline and compared his progress throughout the semester to this initial starting point. All assessment data came from Bader Reading Passages, Words Their Way Developmental Spelling Analysis Elementary Spelling Inventory, EDT 346 Course Info running records (narrative and informational), 50 Literacy Strategies Cloze procedure, and EDT 346 Course Info multidimensional fluency scale assessment. This assessment data enables me to analyze and understand what the student is proficient at, what he needs more support with, and what his independent, instructional, and frustration reading levels are. One particular example

San Diego- Tijuana and the Dominican Republic-Haiti populations have experienced the same patterns in recent history. San Diego and Tijuana were once seamless. Once the Northern area of San Diego was colonized and defined, the identities of both sides of the American border changed over time. The San Diego gained and American identity and, during the Great Depression, deported Mexican immigrants to Mexico, some of whom were American citizens. Later on, when San Diego once again began to flourish, employment opportunities lured illegal immigrant back to the area, while the federal government turned a blind eye. The urbanization of San Diego heavily relied upon Tijuana immigrants to grow when there weren’t enough people to fill low

Readability testing has been in existence for a very long time; yet, it is not widely used. Quesinberry (2014) wrote about significant dates in the history of readability testing, in her article “Readability Standards, IQ, and the Fourth Estate.” She