Diagnosis and Remediation of Reading Difficulties Facilitator Name & Credentials Reading 415

Week Two Assessment in Diagnosis and Remediation of Reading Difficulties Informal Assessments

Week Two Objectives Describe the importance of assessment in identifying and remediating reading difficulties. Identify the elements involved in implementing effective assessments for designing effective instructional plans. Define basic concepts and terms related to assessment. Describe how classroom assessments are used as formative and summative tools for guiding or monitoring student progress and for evaluating instruction. Analyze and use the results of end-of-year achievement tests for the development of instructional plans. Explain the differences between formal and informal reading assessments. Identify informal instruments that assess the following areas of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Implement an informal reading inventory (IRI).

ASSESSMENT IN DIAGNOSIS AND REMEDIATION OF READING DIFFICULTIES

THE IMPORTANCE OF ASSESSMENT IN IDENTIFYING AND REMEDIATING READING DIFFICULTIES The driving force for instructional planning Leads to implementation of appropriate interventions Reveals students’ strengths, weaknesses, and learning styles Documents stages of the students’ development as readers Helps teachers to learn about students’ reading strategies Helps to focus instruction on students’ interests and needs Source: Gillet, et. al. (2012)

ELEMENTS INVOLVED IN IMPLEMENTING EFFECTIVE ASSESSMENTS FOR DESIGNING EFFECTIVE INSTRUCTIONAL PLANS Assessment should be continuous align with the instructional program be collaborative and reflective be multidimensional be developmentally appropriate be culturally appropriate identify children’s strengths, weaknesses, and learning styles not use scores merely for accountability but mainly to direct reading instruction Source: Gillet, et. al. (2012)

BASIC CONCEPTS AND TERMS RELATED TO ASSESSMENT Formative assessment Summative assessment Portfolio assessment and work samples Informal assessments Formal Assessments Source: Gillet, et. al. (2012).

READING SUCCESS AND FAILURE How Writing Can Influence Reading Success or Failure Importance of integrating reading and writing Writing experiences can help a child’s reading and visualization abilities. Allow successful approximations of spelling. Importance of writing in student’s processing of information, such as response journals, note-taking, and clarifying information Source: Gillet, et. al. (2012)

INFORMAL ASSESSMENTS Observations and anecdotal records Checklists Self-evaluations, surveys, and reflections Teacher-student conferences Oral and written retellings Writing samples Interest surveys Running records and miscue analysis Informal reading inventory (IRI) Comprehension and fluency checks

FORMAL ASSESSMENT Norm-referenced Criterion-referenced Benchmarks Rubrics State and district standardized tests Achievement tests Diagnostic tests Source: Gillet, et. al. (2012)

CLASSROOM ASSESSMENTS USED AS FORMATIVE AND SUMMATIVE TOOLS FOR GUIDING OR MONITORING STUDENT PROGRESS, AND FOR EVALUATING INSTRUCTION Screening tests provide the teacher with a beginning assessment of the child’s preparation for grade level reading instruction. Progress monitoring tests keep the teacher informed about the child’s progress in learning to read during the school year. Diagnostic tests may be used to measure a variety of reading, language, or cognitive skills. Outcome assessments may evaluate the overall effectiveness of their reading program for all children. They may also help districts evaluate their progress toward meeting the goals of every child reading on grade level by the third grade. Source: Gillet, et. al. (2012)

ANALYZE AND USE THE RESULTS OF END-OF-YEAR ACHIEVEMENT TESTS FOR THE DEVELOPMENT OF INSTRUCTIONAL PLANS. Identify Strengths Students on target for achieving standards and benchmarks Teachers who have consistently large numbers of students meeting or exceeding standards and benchmarks Teachers who are implementing reading programs with fidelity and who may serve as mentors Reading programs that are meeting students’ needs Knowledge and skills from professional development Source: Gillet, et. al. (2012)

IDENTIFY AREAS FOR IMPROVEMENT Students at Risk for or Who Have Reading Difficulties Teachers with a significant number of students NOT meeting benchmarks Achievement gaps Specific reading components Reading programs that need to be evaluated Teachers who need support Professional development needs Source: Gillet, et. al. (2012)

INFORMAL ASSESSMENTS Differences between formal and informal reading assessments Purposes Development of the instruments Format, delivery, and length of the tests Results How the results are presented and used Source: Gillet, et. al. (2012)

INFORMAL INSTRUMENTS AND ACTIVITIES THAT ASSESS AREAS OF READING Phonemic awareness Phonics Vocabulary Fluency Comprehension Activities may be discussed, jig sawed into Learning Teams, and assigned to individual students, or videos may be inserted during the presentation. Source: Gillet, et. al. (2012)

INFORMAL READING INVENTORY Purpose of an IRI To provide greater insight into a student’s reading level Does not provide a specific diagnoses Provides the classroom teacher greater understanding of a child’s reading abilities May lead to more accurate reading instruction for the student Planning Ahead Assemble the your diagnostic kit. Duplicate the scoring sheets and summary analysis forms. Prepare your test materials. Sources: Gillet, et. al. (2012) and Shanker & Cockrum,(2014)

Source: Shanker & Cockrum, (2014) IMPLEMENTING AN IRI When implementing the IRI, you will learn the purpose of each test, read a brief description of the test, and learn what steps to take in preparation before you give it, the detailed procedures for administration, and the procedures for scoring each test. Source: Shanker & Cockrum, (2014)

Conclusion Answer any questions students have about Week 2. Add any final notes or announcements for the next class meeting. Post the presentation AFTER class takes place.

References Gillet, J. W., Temple, C., Temple, C. , & Crawford, A. N. (2012). Understanding reading problems: Assessment and instruction (8th ed.). Boston, MA: Pearson Education. Shanker, J. L., & Cockrum, W. (2014). Reading inventory (6th ed.). Boston, MA: Pearson Education.