NixLWk3Assgn3
Reading
Lisa Nix
Walden University
Dr. Amy Summer, Instructor
EDUC - 6709G - 1: Literacy Development in an Academically Diverse Classroom
May 25, 2014
Reading
The use of formal and informal reading assessments provide important data that allow educators to identify at risk students (Tompkins, 2010). The data collected from the assessments address any factors that may prohibit the development of students’ reading and writing skills. In addition to the assessments, the more an educator can learn about students’ backgrounds and their past reading, language development, and writing experiences the more instructional strategies can be designed to specifically meet the needs of diverse learners in the classroom. A second grade student who is identified as an English Language Learner and a struggling reader completed reading assessments such as word recognition, oral reading, and a writing response. The assessments’ results were recorded on the Reading Diagnosis Summary Sheet located in the appendix. The data indicates he is performing well below grade level and is a beginning reader. The student is grouped accordingly based on the results and receives needs based instruction to meet his need The first assessment given was the Word Recognition Test using a flash and untimed version. The flash version of the assessment was conducted in the same manner of Dr. Bear (Laureate Education, Inc., 2009a) by using index cards to cover the words and moving the cards to quickly show the student the word to be read. This particular student achieved 45% accuracy on the preprimer words and 70% on the same list when untimed. The student showed a 35% increase in word recognition when he was given time to look at the word and sound it out. The assessment proceeded to the primer list of words resulting in 35% accurate on the flash version and 65% on the untimed. As the student continued to the first and second grade list, his performance continued to drop resulting
Lisa Nix
Walden University
Dr. Amy Summer, Instructor
EDUC - 6709G - 1: Literacy Development in an Academically Diverse Classroom
May 25, 2014
Reading
The use of formal and informal reading assessments provide important data that allow educators to identify at risk students (Tompkins, 2010). The data collected from the assessments address any factors that may prohibit the development of students’ reading and writing skills. In addition to the assessments, the more an educator can learn about students’ backgrounds and their past reading, language development, and writing experiences the more instructional strategies can be designed to specifically meet the needs of diverse learners in the classroom. A second grade student who is identified as an English Language Learner and a struggling reader completed reading assessments such as word recognition, oral reading, and a writing response. The assessments’ results were recorded on the Reading Diagnosis Summary Sheet located in the appendix. The data indicates he is performing well below grade level and is a beginning reader. The student is grouped accordingly based on the results and receives needs based instruction to meet his need The first assessment given was the Word Recognition Test using a flash and untimed version. The flash version of the assessment was conducted in the same manner of Dr. Bear (Laureate Education, Inc., 2009a) by using index cards to cover the words and moving the cards to quickly show the student the word to be read. This particular student achieved 45% accuracy on the preprimer words and 70% on the same list when untimed. The student showed a 35% increase in word recognition when he was given time to look at the word and sound it out. The assessment proceeded to the primer list of words resulting in 35% accurate on the flash version and 65% on the untimed. As the student continued to the first and second grade list, his performance continued to drop resulting
References: Dynamic Measurement Group. (2013). Dibels next. Retrieved from https://dibels.org/next/ Elkonin Boxes Fontaine, R. (1999). Emperor penguins. Retrieved from http://www.can-do.com/uci/lessons99/emperorpenguins.html Jeffers, O Jenkins, M. (2002). The emperor 's egg. London, England: Walker. Laureate Education, Inc. (Executive Producer). (2009a). Literacy development in an academically diverse classroom: Literacy assessments for emergent readers. Baltimore: Author. Laureate Education, Inc. (Executive Producer). (2009b). Literacy development in an academically diverse classroom: Synchrony of literacy development. Baltimore: Author. Laureate Education, Inc. (Executive Producer). (2009c). Literacy development in an academically diverse classroom: Considerations when working with struggling readers. Baltimore: Author. McKenna, M. C. (2012). Assessment for reading instruction. New York: Guilford 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. Morris, D. (2014). Diagnosis and correction of reading problems (2nd ed.) p. 101-102. New York, NY: Guilford Press. Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.