Competency 2 - Reading Assessment Flashcards
What are RICA’s 3 types of assessment?
entry-level, monitoring of progress, and summative
What are entry-level assessments?
implemented prior to instruction to determine which students possess prerequisite skills and knowledge; these standards indicate which students will need more help
What are monitoring of progress assessments?
they take placed during an instructional unit; they tell a teacher which students are making adequate progress toward achieving the target standard
What are summative assessments?
they determine which students have achieved the target standard
What is an informal reading inventory (IRI)?
a battery or collection of assessments given individually to students that generally include word recognition lists, graded reading passages, reading interest survey, assessments measuring concepts about print, phonemic awareness assessments, phonics assessments, assessments of reading fluency,
structural analysis assessments, and vocabulary assessments
What are word recognition lists?
a list of words, usually 10 in each list; using this assessment, a student is asked to read aloud each word; this list serves 3 purposes: to provide an estimate of the student’s reading level, information on the student’s sigh vocabulary, and information about the student’s ability to use sound-symbol relationships (phonics) to decode words; the student’s errors will provide a partial picture of what letter-sound combos the student knows and which ones he/she needs to learn
What are graded reading passages?
the most important part of the IRI; while the student reads, the teacher will make note of miscues, graphophonemic errors, semantic errors, and syntactic errors
What is miscue analysis?
while the student reads the passage aloud, the teacher keeps a detailed record of the student’s performance; running record; by looking at the student’s errors we can gain a better understanding of how he/she reads; patterns of errors will emerge and reveal how the child goes about decoding print
What are graphophonemic errors?
errors related to the sound-symbol relationships for English; ex. reading feather for father
When are graphophonemic errors usually made?
1) reading word-by-word and depending too much on phonics to decode each word and 2) reading a passage that is too difficult
What can be done for a student who makes this type of error?
children who are reading word-by-word need to be taught to speed up; those who don’t use the meaning of the sentences and paragraphs to decode words need to be taught to use contextual clues
What are semantic errors?
meaning-related errors; ex. reading dad for father; in this case a student relies too much on the semantic cueing system and hasn’t used graphophonemic clues
What can be done for a student who makes this type of error?
These students understand what is being read, but need to be taught phonics skills to be sure that every word read makes sense from a graphophonemic sense
What are syntactic errors?
syntax is the way words are placed in order in sentences, so misplacing the order of words; ex. reading into for through
What can be done for a student who makes this type of error?
as with semantic errors, a student who repeatedly makes this type of error needs to pay more attention to phonics
