CHAPTER 12: Assessing Reading Achievement Assessing Students with Special Needs Fifth Edition John J. Venn University of North Florida © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved

Overview Definition Curriculum-Based Measurement (CBM) Curriculum-Based Assessment (CBA) Informal Reading Inventories Norm-Referenced Reading Tests

Overview Most important subject in elementary school Most subjects in later grades require well-developed reading skill Reading deficits are a common academic problem Reading assessment relies on curriculum-based procedures and more formal testing

Definition Process of understanding printed material Many specific skills Reading readiness Reading recognition Reading comprehension Silent reading

Why Do We Assess Reading? Definition Why Do We Assess Reading? To screen students who may have reading deficits To identify students with reading disabilities To plan reading instruction and intervention programs To identify present levels of reading performance To develop IEP goals in reading To assess student progress in reading To monitor the effectiveness of reading instruction

Curriculum-Based Measurement (CBM) Scientifically validated way to assess reading achievement Uses standard methods of test construction, administration, scoring, and data interpretation Provides a way to conduct ongoing progress by monitoring key reading skills Especially helpful with students who need intensive intervention and support

Curriculum-Based Measurement (CBM)

Curriculum-Based Assessment (CBA) Uses content taken directly from the material being taught Evaluates student performance in direct relation to the curriculum Allows the teacher to make educational decisions based on actual reading behavior Relies on teacher-made tests, checklists, rubrics, classwork, homework assignments, and teacher impressions Specific CBA techniques and strategies

Curriculum-Based Assessment (CBA) Examples of Specific CBAs Diagnostic checklists Miscue analysis Running records Cloze procedures Informal reading inventories

Informal Reading Inventories Graded word lists for testing word recognition ability Graded reading passages for evaluating oral reading, silent reading, and comprehension Commercially available informal reading inventories Teacher-made reading inventories

Norm-Referenced Tests Complements curriculum-based assessment and measurement Helps Identify specific reading problems Determine strengths, weaknesses, and gaps in skills Develop instructional interventions Measure progress

Norm-Referenced Tests Woodcock Reading Mastery Tests, Third Edition Individually-administered diagnostic test Age range of K through adult Measures 9 reading skills Includes error analysis Provides comprehensive reading coverage

Summary With students who have reading problems, assessment begins with screening Formal evaluation usually involves use of norm-referenced, single-skill tests In the classroom, most teachers use curriculum-based evaluation procedures along with informal reading inventories Curriculum-based reading assessments include Observation, diagnostic checklists, miscue analysis, cloze, running records, progress monitoring probes, & informal reading inventories