Spelling Assessment and Rti
Spelling Assessment and RTI
Tawana Hosey
Walden University
Literacy Development in an Academically Diverse Classroom (EDUC-6709-2)
Lisa Cline
July 1, 2012
Spelling Assessment and RTI Accurate, automatic recognition of printed words drives the reading process (Morris, 2008). Spelling assessments play a vital role in this process and enhances the development of reading. These assessments also serve as an important tool when assessing the reading ability of students. When attempting to recognize any challenges students may face, spelling assessments are very useful. Dr. Bear goes into detail about spelling assessments and how they provide valuable insights about the reading development of students and goes into detail about the synchrony of literacy development. Dr. Brown also talks about primary and secondary reading difficulties along with the importance of teaching students where they are and at their actual instructional level. As students are assessed on their ability to spell, there are different levels to consider as they complete certain assessments. The levels include independent, instructional and frustration, which help in recognizing how well the students read and at what level the student struggles the most when spelling. Tompkins (2010) states that the choices students make as they spell words are important indicators of their knowledge of both phonics and spelling. With the use of spelling assessments and being able to identify the errors students make help with recognizing student development and making modifications in curriculum to get the students the assistance they need and move them to the correct reading level.
The assignment at hand was completed with a group of second grade students. The students were given the 12 word lists derived from the Qualitative Inventory of Word Knowledge (Morris, 2008). In administering the assessment, I had to begin with the first grade list of words first even though they are second
Tawana Hosey
Walden University
Literacy Development in an Academically Diverse Classroom (EDUC-6709-2)
Lisa Cline
July 1, 2012
Spelling Assessment and RTI Accurate, automatic recognition of printed words drives the reading process (Morris, 2008). Spelling assessments play a vital role in this process and enhances the development of reading. These assessments also serve as an important tool when assessing the reading ability of students. When attempting to recognize any challenges students may face, spelling assessments are very useful. Dr. Bear goes into detail about spelling assessments and how they provide valuable insights about the reading development of students and goes into detail about the synchrony of literacy development. Dr. Brown also talks about primary and secondary reading difficulties along with the importance of teaching students where they are and at their actual instructional level. As students are assessed on their ability to spell, there are different levels to consider as they complete certain assessments. The levels include independent, instructional and frustration, which help in recognizing how well the students read and at what level the student struggles the most when spelling. Tompkins (2010) states that the choices students make as they spell words are important indicators of their knowledge of both phonics and spelling. With the use of spelling assessments and being able to identify the errors students make help with recognizing student development and making modifications in curriculum to get the students the assistance they need and move them to the correct reading level.
The assignment at hand was completed with a group of second grade students. The students were given the 12 word lists derived from the Qualitative Inventory of Word Knowledge (Morris, 2008). In administering the assessment, I had to begin with the first grade list of words first even though they are second
References: Morris, D. (2008). Diagnosis and correction of reading problems. New York, NY: Guilord Press. Mesmer, E.M., & Mesmer, H.A.E. (2008). Response to intervention (RTI): What teachers of reading need to know. Reading Teacher, 62(4), 280-290. Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston, MA: Allyn & Bacon.