1. Teaching Adults to Read: Assessment Strategies and Reading Profiles 2011 ABE Statewide Summer Institute August 19, 2011 1

2. Introductions  Introduce yourself by name, role, and program.  Talk briefly about the types of students you instruct. 2

3. Agenda  Welcome and Introductions  Reading Profiles and the Adult Reading Components Study  Assessment Strategies and Reading Profiles Web Site  Using Reading Profiles to Plan Instruction  Closing 3

4. Objectives  Name the uses of reading profiles  Explain what the Adult Reading Components Study (ARCS) shows about adult learners  Use the Assessment Strategies and Reading Profiles web site  Use assessment results to create reading profiles and to inform instruction 4

5. What Is Reading? Reading is more… than comprehension. 5

6. Reading Components 6

7. Reading Components  Alphabetics: The use of letters in an alphabet to represent spoken words –Phonemic Awareness: Knowledge of speech sounds –Word Analysis (Phonics plus): Letter-sound knowledge  Fluency: Ability to read with speed, accuracy, ease, phrasing and expression  Vocabulary: Knowledge of word meanings  Comprehension: Understanding a text, or constructing meaning 7

8. Reading Profiles and the Adult Reading Components Study (ARCS) 8

9. Reading Profiles  Profiles illustrate a student's pattern of assessment scores on the component skills that underlie reading ability.  Profiles provide a guide for where to start instruction.  Profiles are a tool for practitioners and programs. Students with similar strengths and needs can be grouped for more focused instruction. 9

10. Sample Adult Education Student: Ed  33 years old, single, born in Trinidad  Second time in adult education program  Low socioeconomic status  Unemployed auto mechanic  Wants a GED to get a good job  Comprehension score: GE 6 10

11. Ed’s Reading Profile 11 Ed Reading Comprehension 6 Word Analysis 2.6 Word Recognition 5 Spelling 1 Oral Reading 5 Oral Vocabulary 8

12. Sample Adult Education Student: Ruth  31-year-old native English speaker who was born and attended school through the 9th grade in Tennessee  Has a GED but poor reading and math skills  Diagnosed with a learning disability  Comprehension score: GE 6 12

13. Ed’s and Ruth’s Reading Profiles 13 Ed Ruth Reading Comprehension 6 6 Word Analysis 2.6 7.5 Word Recognition 5 7 Spelling 1 7 Oral Reading 5 10 Oral Vocabulary 8 7

14. Ed’s and Ruth’s Reading Profiles 14

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16. Adult Reading Components Study 676 Adult Basic Education (and 279 ESL) students from 7 states* were interviewed and assessed in: Word analysis (phonics) Word recognition Spelling Oral reading Oral vocabulary Silent comprehension Also: reading rate, phonemic awareness, rapid naming, digit span * Data base used to construct ASRP website profiles 16

17. Adult Reading Components Study Profiles  10 reading profiles are based upon 11 reading skills measuring the components of reading.  Profiles indicate students’ strengths and weaknesses in the components of reading and inform reading instruction.  Instructors’ teaching is more targeted, efficient, and effective because it focuses on missing skills. 17

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23. ARCS Profiles and Your Students Activity  Working with a partner, think about your current students. Do any of these profiles match those of your students? Would knowing your students’ profiles be useful to you? If so, how?  You have 5 minutes for this activity. The profiles are on p. 11 of your handbook.

24. Assessment Strategies and Reading Profiles Web Site http://lincs.ed.gov/readingprofileshttp://lincs.ed.gov/readingprofiles 24

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30. Match an ASRP Profile Activity  Go to Enter Learner’s Scores and enter Ruth’s scores; then click on the Perform Analysis button.  Now enter Ed’s scores and click on Perform Analysis.  Browse the Comparison of the Three Profiles in the Intermediate Group and the Suggestions for Instruction for Profiles 4 and 5. 30

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35. Match an ASRP Profile Activity  In small groups, either read Ruth’s page (p. 14) or Ed’s pages (pp. 15-16). One person in each group will act as recorder and one will act as reporter.  Within each group, create an instructional plan for either Ed or Ruth. Focus on only one component of reading. You have 15 min. to complete the activity.  We’ll hear a few samples of the instructional plans. 35

36. Composition of a Basic Reading Profile Assessment of Reading Components  Silent reading comprehension  Word recognition automaticity  Word analysis  Spelling  Word meaning  Oral reading fluency 36

37. Questions and Reflections?  What questions do you have about reading profiles, the Adult Reading Components Study and the Assessment Strategies and Reading Profiles Web site?  How do you think you might be able to use these resources? 37

38. Review  Reading and the Reading Components  Reading Profiles and the Adult Reading Components Study  Assessment Strategies and Reading Profiles Web Site  Reading Profiles and Instruction 38

39. Next Steps  Individually, outline your next steps for using what you learned in this session.  Share your next steps with someone nearby. 39

40. Thank you! Please complete the evaluation forms! Kaye Beall kaye_beall@worlded.org 40