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Reading Assessment. A Time for Change. The Past. The WISC, WRAT, and Bender Used IQ score to determine expected reading level. Used GE from standardized test to indicate current reading level. Attempted to use GE from standardized test to select instructional materials for student.
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Reading Assessment A Time for Change
The Past • The WISC, WRAT, and Bender • Used IQ score to determine expected reading level. • Used GE from standardized test to indicate current reading level. • Attempted to use GE from standardized test to select instructional materials for student. • Attempted to use GE to select intervention techniques. • Attempted to use below average performance on visual-perception tasks as cause of reading difficulties. Source: Portia Blackman (197?)
The Past Should Not Be Repeated! • IQ scores may not be accurate basis to determine reading potential. • The obtained GE scores may not reflect student’s actual level of reading achievement. • Even if obtained GE were accurate, it could not be used directly to select instructional materials. • GE scores do not indicate what type of intervention is needed. • Even if poor performance on visual perceptual tasks and reading difficulties appear to be correlated, the relationship is not causal. Source: Gerken, K. (1995, 2003)
Reading Assessment 2003 • Review current work. • Review any results from multi-skill standardized group tests or reading tests. • Review attendance. • Interview students, teacher, parents. • Determine if any interventions have been implemented.
Reading Assessment 2003continued • Determine expectancies in reading. • What are the perceived and self-reported attitudes of the student toward reading? • What are the current opportunities and demands for reading? • What is the environmental response to the student’s reading problems? • Determine whether there are difficulties with word analysis, comprehension or vocabulary. • Create an Informal Reading Inventory, using the student’s own textbooks.
Assessing Word Recognition • Should be assessed in as much context as possible. • Do not use nonsense words to assess the word recognition skills of adolescents. • A word recognition test should be considered just a sample of word recognition behaviors that could be assessed. • Word recognition tests should be of adequate length to assure stable results.
Reading Comprehension • There is agreement that the purpose of reading is comprehension, but a lack of agreement about how to measure it. • Six common approaches to measuring comprehension: • Ask questions requiring either recognition or recall. • Have students paraphrase a story. • Have students attempt top retell a story verbatim. • Have students fill in missing words (cloze technique). • Have students select the correct word to complete a sentence (mazes). • Present an original sentence and ask student to paraphrase the sentence to check for meaning (sentence verification).
Reading Comprehension • Each approach has assets and limitations. • For example, the KABC has the child gesture his or her understanding of a sentence. • Need to use more than one method across texts of various styles. • Should assess comprehension within a student’s own curriculum. • Determine if the child is having comprehension problems because of deficits in background knowledge, decoding skills, vocabulary, syntax, or comprehension strategies.
Dilemmas in Reading Assessment • Curriculum match-does the test measure what is being taught? • Curriculum match-most of the standardized instruments do not measure comprehension strategies. • Match the test with the purpose for the assessment. • There are few technically adequate reading tests. • Be careful about generalization-talk about specific reading behaviors, not READING.
