Chapter 11 Reading.
-
Upload
ginger-dennis -
Category
Documents
-
view
229 -
download
0
description
Transcript of Chapter 11 Reading.
Chapter 11Reading
Purposes for Assessing Reading A part of school achievement Aids in planning instruction
Skills Areas Decoding and pronouncing printed elements Comprehension of the text or assigning
meaning to the elements
Three Models of Reading
“Bottom Up” model emphasizes phonetic and linguistic approaches
“Top Down” model emphasizes high-level processes of comprehension
“Interactive” model emphasizes both text and meaning
Traditional Approaches Skills-based
Skills for decoding and comprehension Basal readers Phonics Linguistics Programmed instruction
Whole Language Instruction Reading integrated with other language
arts Meaning and motivation emphasized Learning takes place in social contexts Language used for real purposes
Combined Approach Recommended Development of
decoding skills Comprehension of contextual meaning Phonological processing abilities can now be
detected in young children
Current Practices
Norm-referenced and diagnostic reading tests are used
Informal reading inventories are grade-referenced
Criterion-referenced tests are used
Woodcock Reading Mastery Tests–Revised (WRMT–R/NU)
Gray Oral Reading Tests (4th ed.) (GORT–4)
Test of Reading Comprehension (3rd ed.) (TORC–3)
Phonological Processing Test of Phonological Awareness (TOPA) Test of Phonological Awareness Skills
(TOPAS) Comprehensive Test of Phonological
Processing (CTOPP)
Informal Reading Inventories Reading levels are:
Independent Instructional Frustrational Silent reading levels Listening capacity levels
Analytical Reading Inventory (7th ed.) (ARI)
Informal Reading Inventory (6th ed.) (IRI)
Other Informal Strategies Checklists Error Analysis Miscue Analysis Cloze Procedure Diagnostic Teaching Criterion-Referenced Tests Curriculum-Based Measures Questionnaires and Interviews Portfolios
Assessment Within the Classroom Instructional environment
Reading curriculum Reading materials Reading skill demands
Interpersonal environment Interactions between students and teachers
Physical environment
Answering the Assessment Question Tools vary greatly in how and what they
assess Team must determine relationship to
other areas Performance is documented by results of
norm-referenced and informal measures