Spelling Assessment and RTI
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 graders. This assessment is done to reveal very important information about the students such as, their grade level word frequency as well as their ability to spell grade level words As the grade level increases, so does the difficulty of the words on the list. Morris (2008) states that the further a student can progress through these word lists, the more advanced their word knowledge. After scoring each assessment, it was revealed that one student is below 40%, which is the lowest of the others and her frustration level is reached as she reads the second grade list of words. Two students are at instructional level for the 2nd grade, which is efficient between 50-89%. The remaining student in the group scored in the independent range of 90-100%. After scoring the test, it is possible to pick up on the pattern of spelling errors. For example, my student that scored within the frustration level may have confusion with homophones (i.e. when for win) and the ou and ow sounds (clowd for cloud). These were the errors that were made and the assessment made it evident and will be a guide when selecting the most effective interventions for her. Small group instruction would probably be best for the entire group with certain modifications for the students. However, my independent level student can handle doing assignments or reading independently while I work with the others in a teacher led group when necessary. The teacher led group could possibly consist of the use of phonics flash cards as well as one of the selected reading programs for struggling readers that is used in our school. I want to be able to make the best of these groups to be able to see greater gains as the students are being taught at their level as discussed by Dr. Bear. In my school, the lower level students participate in in the Progress Monitoring Reporting Network (PMRN), also known as the Fair Test. This is an assessment given to students to determine their comprehension, words per minute, and...
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.
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