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Assessment Strategies for Reading Comprehension
Aug 22, 2024
Lecture Notes: Extending Ideas on Assessment and Reading Comprehension
Introduction
Focus on four purposes of assessment
Connection to theoretical models and screening processes
Theoretical Models
Simple View of Reading
Reading comprehension = Language comprehension + Decoding skills
Language comprehension: listening, oral language, vocabulary
Decoding skills: reading fluency, advanced decoding, phonics, phonological/phonemic awareness
Screening and Assessment Framework
Prevention Framework for Kindergarten
Equip with oral language, vocabulary, phonological and phonemic awareness
Progress through skill sequence to ensure comprehension by end of 1st grade
Assessment Purposes
Beginning of Grades 3-6
Use oral reading fluency as a powerful comprehension indicator
Assess language comprehension with questions after reading
Assess decoding skills with oral reading fluency accuracy
Investigate foundational skills if comprehension issues arise
Importance of using comprehensive assessments beyond running records
Screening for Foundational Skills
Third Grade and Beyond
Use Acadians reading measures to determine accuracy and fluency
Assess back to earlier skill areas if needed (e.g., phonics, phonemic awareness)
Conduct diagnostic assessments when needed
Align progress monitoring with the lowest skill being instructed
Second Grade
Use oral reading fluency and nonsense word fluency assessments
Focus on phonics if nonsense word fluency scores are low
Consider phonemic awareness assessments
Use diagnostic assessments for deeper skill analysis
Progress monitor with appropriate skill level indicators
First Grade
Screen with nonsense word fluency and phonemic segmentation fluency (PSF)
Diagnostic assessments in phonemic awareness if needed
Use PSF or first sound fluency for progress monitoring
Kindergarten
Focus on first sound fluency and letter naming fluency
Diagnostic assessments for foundational phonemic awareness skills
Use first sound fluency for progress monitoring
Conclusion
For older students, assess language comprehension and decoding
For younger students, progress through foundational skills
Use screening measures that address foundational skills, not just text reading
Conduct diagnostic assessments to inform instruction
Align progress monitoring with instructional focus, even if below grade level
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