1. 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

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

3. 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

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

5. 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

6. 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

7. Curriculum-Based Measurement (CBM)

8. 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

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

10. 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

11. 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

12. 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

13. 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