Ch 2: Reading Assessment (10% no essay)

Question 0

Independent, instructional, and frustration reading levels

Answer 0

independent - can be read on their own (reads 95% or more words and answers 90% of comprehension correctly)

instructional - can be read with help from the teacher (reads 90% words, 60% comp)

frustration - cannot be read even with help (reads less than 90% words, did not answer 60% comp)

Question 1

Stanine Scores

Answer 1

stands for standard nine, norm-referenced, raw scores are converted to a nine point scale, the number 5 is average, 9 is top and 1 is bottom. fourth grader should have a score of 8

Question 2

three primary purposes for reading assessment

Answer 2

• entry- prior to instruction determines pre-req skills and knowledge, what skills have already been mastered
• progress- during an instructional unit, are students making adequate progress toward achieving the standards
• summative - usually after the instructional unit, tells the teacher whether students have met the standards

important to note that a summative assessment measures whether knowledge can be transferred (something new to them that applies the same skills)

Question 3

alternative assessments for students with an IEP or 504 plan

Answer 3

• give students more time
• divide assessment into smaller units (chunking)
• change mode of delivery (oral)
• provide practice assessments
• provide a simpler version of the assessment

Question 4

class and individual profiles

Answer 4

helps determine whether students have met the standards and make plans for intervention and grouping for instruction

Question 5

components of an IRI (informal reading inventory)

Answer 5

• miscue analysis - student reads the passage aloud and teacher keeps detailed record
• graphophonemic errors - comes from the word symbol and sound, (ex: saying feather instead of father)
• semantic errors - meaning-related (ex: saying Dad instead of father)
• syntactic errors - word order, (ex. saying into instead of through), both are prepositions