chapter 11 reading
DESCRIPTION
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 elementsTRANSCRIPT
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Chapter 11Reading
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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
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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
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Traditional Approaches Skills-based
Skills for decoding and comprehension Basal readers Phonics Linguistics Programmed instruction
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Whole Language Instruction Reading integrated with other language
arts Meaning and motivation emphasized Learning takes place in social contexts Language used for real purposes
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Combined Approach Recommended Development of
decoding skills Comprehension of contextual meaning Phonological processing abilities can now be
detected in young children
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Current Practices
Norm-referenced and diagnostic reading tests are used
Informal reading inventories are grade-referenced
Criterion-referenced tests are used
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Woodcock Reading Mastery Tests–Revised (WRMT–R/NU)
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Gray Oral Reading Tests (4th ed.) (GORT–4)
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Test of Reading Comprehension (3rd ed.) (TORC–3)
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Phonological Processing Test of Phonological Awareness (TOPA) Test of Phonological Awareness Skills
(TOPAS) Comprehensive Test of Phonological
Processing (CTOPP)
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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)
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Other Informal Strategies Checklists Error Analysis Miscue Analysis Cloze Procedure Diagnostic Teaching Criterion-Referenced Tests Curriculum-Based Measures Questionnaires and Interviews Portfolios
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Assessment Within the Classroom Instructional environment
Reading curriculum Reading materials Reading skill demands
Interpersonal environment Interactions between students and teachers
Physical environment
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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