ENG0308 Session 3 - English Department

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Professional Development Course on Catering for Diversity
in English Language Teaching
ENG5316
Assessing Diversity in English Language Learning
Session 3
Assessing reading
Prepared by YANG, Chi Cheung Ruby,
Department of English, HKIEd
Nature of Reading: Different
Models/Views of Reading
 Developmental models of reading
 Chall’s Stage Model of Reading
 Spear-Swearing and Sternberg Model of Reading
 Frith’s Developmental Phases Model
 Adams’ Cognitive Model of Reading
 Information processing model of reading
 Transactional view of reading
2
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
Inclusive View of Reading
 Inclusive Model of Reading
4
Brainstorming
 Why do we need to assess students’ reading achievement?
5
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)
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Formal vs. Informal Reading
Assessment
 Informal reading assessments
 Directly measure how students perform in relation to
their own abilities (Spinelli, 2006)
7
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)
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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.
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Diagnostic Checklists
Diagnostic Checklist of Oral Reading
10
Diagnostic Checklists
Diagnostic Checklist of Silent Reading
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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
12
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)
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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/sightwords/load.htm
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Phonics Assessment
Checklist for
Assessing Phonics
Generalizations
Using Nonsense
Words
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Vocabulary Assessment
 Word Recognition (or Word Identification)
 To be within a student’s 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
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Vocabulary Assessment
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Silent/Oral Reading Observation Checklist
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
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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
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Miscue Analysis
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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, what’s the matter?” instead of
“What’s the matter?”)
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Reading Error Pattern Analysis
 Instructional level
At least 95% accuracy
 Frustration level
Error rate of 10% or higher
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Reading Error Pattern Analysis
 Running Records
 Teacher keeps a “running record” of a student’s oral reading by
closely monitoring and recording his/her errors while he/she
reads (Spinelli, 2006).
Running Record Recording Chart
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Administering Running Records
 Student reads a passage from a book.
 As the student reads, use a record form or a blank sheet of
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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).
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.
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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%
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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).
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Reading Fluency Assessment
 Using informal procedures:
 Listening to students read passages orally
 Determining reading rate
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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
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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
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Scoring a Reading Fluency
Assessment
Oral Reading Errors
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Scoring a Reading Fluency
Assessment
Reading Rates Based on Instructional Grade Levels
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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?
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Reading Fluency Assessment
 Informal Reading Inventory
 It provides a wealth of information concerning the
student’s reading skills, reading levels, types of errors,
and techniques of attacking unknown words (Johnson,
Kress, & Pikulski, 1987).
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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).
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Administering an Informal Reading
Inventory
 To check comprehension, teacher can ask the student four
to ten questions about each selection.
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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)
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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).
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Factors related to reading problems
 Intellectual factors
 Physical factors
 Language factors
 Special learning problems
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References
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
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.
Activity
 Browse through the following websites:
Child Development Institute
http://www.childdevelopmentinfo.com/learning/reading_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-assessment.php
TEAMS Educational Resources
http://teams.lacoe.edu/reading/assessments/assessments.html
 Try to explore some interesting things or resources for assessing reading
in the websites and then share with other participants.
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