Assessments for Reading Level and/or Fluency
Assessments for Word Knowledge
Assessments for Reading Attitudes
About Assessment
The ability to teach students what they need to know requires that reading teachers continually use a blend of formal and informal measures to identify students’ strengths and weaknesses in interacting with text (Barrentine, 1999). Without the teacher’s pervasive concern for knowing and responding to students’ needs, reading instruction can be irrelevant and mindless drudgery for all concerned. This pervasive concern about assessment can be related to the fundemental concept of effective teaching: Teachers should provide instruction that reflects the students’ level of reading development.
The following questions can help guide you through the reading assessment process:
1. Is the student able to read at his/her grade level with automatic word recognition and fluency?
- Does the student have adequate sight word knowledge?
- Does the student have decoding strategies?
- Does the student have phonological awareness?
- Does the student have concept of word/concept of print?
Appropriate assessments to address these questions:
- oral reading sample with running record
- flashed, graded word lists
- concept of word/concept of print assessment
- spelling inventory
2. Is the student able to comprehend the text?
- Does the student have adequate vocabulary knowledge?
- Does the student have adequate background knowledge?
- Does the student have strategies for monitoring comprehension?
Appropriate assessments to address these questions:
- retellings
- oral reading sample
- informal reading inventory
- listening comprehension passage
3. Does the student have knowledge of the purposes for reading and strategies to achieve these puposes?
Appropriate assessments to address these questions:
- reading interest inventories
- reading interviews or questionaires
The following questions can help guide you through the reading assessment process:
1. Is the student able to read at his/her grade level with automatic word recognition and fluency?
- Does the student have adequate sight word knowledge?
- Does the student have decoding strategies?
- Does the student have phonological awareness?
- Does the student have concept of word/concept of print?
Appropriate assessments to address these questions:
- oral reading sample with running record
- flashed, graded word lists
- concept of word/concept of print assessment
- spelling inventory
2. Is the student able to comprehend the text?
- Does the student have adequate vocabulary knowledge?
- Does the student have adequate background knowledge?
- Does the student have strategies for monitoring comprehension?
Appropriate assessments to address these questions:
- retellings
- oral reading sample
- informal reading inventory
- listening comprehension passage
3. Does the student have knowledge of the purposes for reading and strategies to achieve these puposes?
Appropriate assessments to address these questions:
- reading interest inventories
- reading interviews or questionaires