Professional Development Course on Catering for Diversity in English Language Teaching ENG5316 Assessing Diversity in English Language Learning

1
Professional Development Course on Catering for
Diversity in English Language TeachingENG5316Ass
essing Diversity in English Language Learning
Session 3 Assessing reading
2
Nature of Reading Different Models/Views of
Reading

• Developmental models of reading
• Challs Stage Model of Reading
• Spear-Swearing and Sternberg Model of Reading
• Friths Developmental Phases Model
• Adams Cognitive Model of Reading
• Information processing model of reading
• Transactional view of reading

3
Jigsaw Reading

• Form into groups of 3-4.
• Each group will study a model/view of reading and
  then present to the whole class what this
  model/view is about.

3
4
Inclusive View of Reading

• Inclusive Model of Reading

4
5
Brainstorming

• Why do we need to assess students reading
  achievement?

5
6
Formal vs. Informal Reading Assessment

• Formal tests
• Standardized
• Norm-referenced
• Compare student performance among age or
  grade-level peers but fail to provide needed
  information about how students actually function
  in class.
• Objective
• Test items generally do not closely related to
  the concepts and skills taught through the
  classroom curriculum (Spinelli, 2006)

7
Formal vs. Informal Reading Assessment

• Informal reading assessments
• Directly measure how students perform in relation
  to their own abilities (Spinelli, 2006)

8
Curriculum-Based Assessment

• Teachers use student work, e.g. in-class reading
  assignments and class tests to evaluate reading
  skills and development.
• It allows teachers to conduct evaluation as part
  of the ongoing learning activities in the
  classroom, thus linking assessment with the
  curriculum directly.
• To evaluate student performance in direct
  relation to the curriculum (Venn, 2007)

9
Curriculum-Based Assessment Techniques

• Observations
• Teachers record their observations by simply
  writing down their observations on a sheet of
  paper or in a notebook, or constructing a
  checklist of reading behaviors.

10
Diagnostic Checklists

• Diagnostic Checklist of Oral Reading

11
Diagnostic Checklists

• Diagnostic Checklist of Silent Reading

12
Knowledge of the Alphabet

• Understand that words are composed of individual
  letters
• In numerous research studies, knowledge of the
  alphabet and identification of individual letters
  have been found to be very predictive of early
  reading achievement (Richek et al., 2002).
• Letter Identification Checklist

13
Phonemic Awareness

• Understand that the sounds of spoken language
  work together to make words (National Reading
  Panel, 2000)
• Understand phonemic segregation
• Being able to identify the number of phonemes in
  a word (Spinelli, 2006)

14
Phonics Assessment

• To have students read phonetically correct
  nonsense words.
• Purpose To eliminate the chance that the student
  is relying on the recall of sight vocabulary
  (Richek et al., 2002).
• Sight words (words that can be recognized
  automatically as a result of how frequently they
  appear in texts)
• http//www.quiz-tree.com/Sight-Words_main.html
• http//www.starfall.com/n/matching/sight-words/lo
  ad.htm

15
Phonics Assessment
Checklist for Assessing Phonics Generalizations
Using Nonsense Words
16
Vocabulary Assessment

• Word Recognition (or Word Identification)
• To be within a students sight vocabulary, the
  word must be pronounced without hesitation (in
  about one second) and without the use of word
  analysis.
• Fry Word List
• http//w4.nkcsd.k12.mo.us/kcofer/fry_words_pg.ht
  m

17
Vocabulary Assessment

• Silent/Oral Reading Observation Checklist

18
Vocabulary Assessment

• Oral Reading
• Students read aloud from the textbook or other
  reading material.
• The passage chosen should not have been read
  previously by the student (King-Sears, 1998).
• Suggested no. of words
• From 50 (primary level) to 400 (secondary level)
• Readability level of the text
• 95 accurate

19
Reading Error Pattern Analysis

• Miscue Analysis (or Error Analysis)
• Systematically measures and evaluates student
  mistakes
• Reveals whether a student makes the mistakes
  persistently or in a random fashion

20
Miscue Analysis
21
Reading Error Pattern Analysis

• Typical oral reading errors
• Mispronunciations (gran instead of grain)
• Omissions (Reading is process instead of
  Reading is a process)
• Insertions (on a the table instead of on the
  table)
• Repetitions (What, whats the matter? instead
  of Whats the matter?)

22
Reading Error Pattern Analysis

• Instructional level
• At least 95 accuracy
• Frustration level
• Error rate of 10 or higher

23
Reading Error Pattern Analysis

• Running Records
• Teacher keeps a running record of a students
  oral reading by closely monitoring and recording
  his/her errors while he/she reads (Spinelli,
  2006).
• Running Record Recording Chart

24
Administering Running Records

• Student reads a passage from a book.
• As the student reads, use a record form or a
  blank sheet of paper to mark the reading behavior
  and record miscues.
• If the student stops during reading, allow the
  student enough time to read the word/phrase
  before supplying it.
• Record words read correctly, substitutions,
  omissions, and insertion.
• Take note of self-corrections.
• Note hesitations and repetitions (Venn, 2007).

25
Scoring Running Records

• Score substitutions, insertions, omissions, and
  teacher-told responses as errors.
• Avoid penalizing attempts that result in a
  correct response.
• Score multiple unsuccessful attempts at a word as
  one error only.

26
Scoring Running Records

• Accuracy score () (indicates the level of
  difficulty of the selected text for the reader)
• (No. of correctly read words / Total no. of
  words) ?100
• Independent reading level
• Over 95
• Instructional reading level
• 90-95
• Frustration level
• Below 90

27
Reading Fluency Assessment

• Reading Fluency
• The ability to read a text accurately and quickly
  (Spinelli, 2006)
• Reading rate is a good indication of fluency.
• When fluent readers read silently, they
  recognize words automatically.
• Fluent readers read aloud effortlessly, with
  expression and sound natural.
• Students who have low fluency tend to have poor
  comprehension (Spinelli, 2006).

28
Reading Fluency Assessment

• Using informal procedures
• Listening to students read passages orally
• Determining reading rate

29
Administering a Reading Fluency Assessment

• Student reads either orally or silently a copy of
  an unpracticed selection (at his/her
  instructional grade level).
• Teacher follows along as the student reads,
  recording information about
• 1) word recognition errors
• 2) rate of reading
• 3) use of expression

30
Scoring a Reading Fluency Assessment

• Count errors, including
• substitutions
• mispronunciations
• omissions
• reversals
• Count hesitations (more than 3 seconds)
• Fluency score No. of correct words per minute

31
Scoring a Reading Fluency Assessment

• Oral Reading Errors

32
Scoring a Reading Fluency Assessment

• Reading Rates Based on Instructional Grade Levels

33
Reading Fluency Assessment

• Also consider the following
• Is reading choppy?
• Does the student stumble over or repeat words?
• Does the student pause excessively?
• Is the student reading word by word rather than
  in phrases?
• Is reading monotonous?
• Does the student rush through text, ignoring
  punctuation and sentence breaks?

34
Reading Fluency Assessment

• Informal Reading Inventory
• It provides a wealth of information concerning
  the students reading skills, reading levels,
  types of errors, and techniques of attacking
  unknown words (Johnson, Kress, Pikulski, 1987).

35
Administering an Informal Reading Inventory

• Teacher chooses selections of texts
  (approximately one hundred words in length) from
  a series of graded reading levels.
• Student reads aloud from several graded levels
  while the teacher systematically records the
  errors.
• If the student makes more than five errors per
  hundred words, he/she is given progressively
  easier selections until a level is found at which
  there are no more than two errors per hundred
  words (Lerner, 2003).

36
Administering an Informal Reading Inventory

• To check comprehension, teacher can ask the
  student four to ten questions about each
  selection.

37
Administering an Informal Reading Inventory

• Independent reading level
• Recognize about 95 of the words
• Answer about 90 of the comprehension questions
  correctly
• Instructional reading level
• Recognize about 90 of the words
• A comprehension score of about 70
• Frustration reading level
• Recognize fewer than 90 of the words
• A comprehension score of less than 70
• (Lerner, 2003)

38
How do we know whether a student has a reading
disability?

• When a student is not making progress in reading
  despite exposure to sound instruction, a
  motivating classroom environment, good school
  attendance, and a stable home environment,
  classroom teachers may consider some
  within-the-child characteristics (Bell
  McCallum, 2008, p. 57).

38
39
Factors related to reading problems

• Intellectual factors
• Physical factors
• Language factors
• Special learning problems

39
40
References

• Bell, S. M. McCallum, R. S. (2008). Handbook of
  reading assessment. Boston, Mass. Allyn and
  Bacon Publishers.
• Johnson, M. S., Kress, R. A., Pikulski, J. J.
  (1987). Informal reading inventories (2nd ed.).
  Newark, DE International Reading Association.
• King-Sears, M. E., Burgess, M., Lawson, T. L.
  (1999). Applying curriculum-based assessment in
  inclusive settings. Teaching Exceptional
  Children, 30-38.
• Lerner, J. W. (2003). Learning disabilities
  Theories, diagnosis, and teaching strategies (9th
  ed.). Boston New York Houghton Mifflin Company.
• National Reading Panel. (2000). Teaching children
  to read An evidence-based assessment of the
  scientific research literature on reading and its
  implications for reading instruction. Washington,
  DC National Institute of Child Health and Human
  Development.
• Richek, M., Caldwell, J., Jennings, J., Lerner,
  J. (2002). Reading problems Assessment and
  teaching strategies. Boston Allyn Bacon.
• Spinelli, C. G. (2006). Classroom assessment for
  students in special and general education (2nd
  ed.). Upper Saddle River, N.J.
  Pearson/Merrill/Prentice Hall.
• Venn, J. J. (2007). Assessing students with
  special needs (4th ed.). Upper Saddle River,
  N.J. Pearson Merrill Prentice Hall.

41
Activity

• Browse through the following websites
• Child Development Institute
• http//www.childdevelopmentinfo.com/learning/read
  ing_test1.htm
• Oral Fluency Assessment Calculator for Grades
  3-5
• http//www2.scholastic.com/browse/article.jsp?id
  4446
• Reading a-z.com
• http//www.readinga-z.com/assessment/reading-asse
  ssment.php
• TEAMS Educational Resources
• http//teams.lacoe.edu/reading/assessments/assess
  ments.html
• Try to explore some interesting things or
  resources for assessing reading in the websites
  and then share with other participants.