1. What is Reading really? Abstract Concept
People have a hard time explaining HOW they read
Must give struggling readers practical ways to improve

2. Dimensions of Assessment
Students
Texts
Instruction
Students
Text

3. Students/Readers
Motivation
Diversity
Reader Characteristics

4. Motivation

5. Dimensions of Diversity
Gender
Ethnic
Linguistic
Language differences
Dialect
Experiential
Socioeconomic
Religious

6. Dimensions of Diversity
Academic and Exceptionalities
Learning disabilities
Giftedness
Physical handicaps
Mental handicaps
Behavior disorders
Speech and language disabilities
Specialized health care needs

7. Good Reader Characteristics
Have clear goals for their reading
Connect background knowledge to new learning
Have an extensive vocabulary
Focus attention on reading
Monitor comprehension
Can independently gain information
Reflect on the reading

8. Struggling Reader Characteristics
Resist reading tasks
Read without considering how to approach the material
Do not monitor comprehension
May spend so much time and attention on trying to “say the words” that comprehension suffers

9. Struggling Reader Characteristics
Attempt reading with minimal schema and few strategies to access in order to construct meaning.
May have poor writing skills because they don’t make a reading, writing, speaking connection.
Have difficulty making inferences/drawing conclusions from the text.
Have limited vocabulary.

11. Preparation
Listening to middle level readers

12. Getting ready for Metcalf
Interview
Reading for Information Survey (p. 199)
A reading attitude survey (Rhody is a good one)
A text for the student to read and discuss (maybe a magazine article)
Get a writing sample
Game (maybe mad libs)

13. Debriefing Interpreting Rhody survey
In a group of 4, discuss what you know from your first meeting. What does the informal assessment data tell you?
What do these students need?