diagnostic & corrective reading. review of formal/informal assessments interest inventories ...
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Review of Formal/Informal Assessments
Interest Inventories Attitude Surveys Efficacy and Awareness Surveys Observing Readers Running Records & Miscue Analysis
Running records FCAT Cloze/Maze Inventory DIBELS Stanford Achievement Test Attitude Survey Woodcock Reading Mastery Test Rubrics Portfolios
They indicate whether a student needs further screening.
They are designed for validity and reliability.
Assesses student achievement compared to norms (by age/grade) or criteria (standards/benchmarks).
Diagnose reading problems
Check student reading level
Document reading behaviors (and analyze)
Identify interests and attitudes-motivation
Monitor growth
Track student thinking
1. Get to know the reader• Interest Inventories• Attitude Surveys• Interviews
2. Help the reader feel comfortable• Small Talk• Briefly explain what you will be doing• Remain neutral
3. Instructions for the reader• Let them know what you will be asking them about, the
purpose• If the student gets stuck, tell them to do what they would
normally do if you were not there
Determines the interests of child.
Determines literacy likes and dislikes of child.
Appendix C.13Personal Interest Survey p. 427 or C.37 Informational Texts p. 465; Pages 5 & 6 of HO
Determine if child’s attitude improves after a particular type of instruction
Determine child’s particular likes and dislikes of reading and writing• Is reading or writing hard for them?• Do they enjoy reading stories, but dislike
informational books?• Do they enjoy writing information material, but
dislike writing stories?
Appendix C.14Primary: Reading (p.428-9) Writing (p. 430-31) Scoring Sheet (p. 432)
Intermediate: Reading (p. 433) Writing (p.434)
See page 7&8 of Handout. General interests Reading interests and preferences Attitude towards reading approaches Fix-up strategies Awareness of strategy use
Designed for early readers.
Review C.2 p. 415 with an elbow partner-
How would you determine whether the student understand the concept of print?
Look at pp. 9-12 (HO).
Review pp. 466 (Appendix C.38)for expository text.
Read through with elbow partner- discussing how you would determine
whether a student exhibited that behavior. Could you do it all in one
observation?
5 Potential Problems that Miscue Analysis (with retelling) can alert us to pp. 52-57:
• 1. Developmental Lag
• 2. Overuse of Phonics
• 3. Underuse of Phonics
• 4. Problems with Comprehension
• 5. Self-Doubt as a Reader
Look through handout p. 13. Discuss miscues with an elbow partner.
Which miscues count as an error? Omission Insertion Substitution Teacher Told
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