1. Chapter 11
Reading

2. Purposes for Assessing Reading
A part of school achievement
Aids in planning instruction
Skills Areas
Decoding and pronouncing printed elements
Comprehension of the text or assigning meaning to the elements

3. Three Models of Reading
“Bottom Up” model emphasizes phonetic and linguistic approaches
“Top Down” model emphasizes high-level processes of comprehension
“Interactive” model emphasizes both text and meaning

4. Traditional Approaches
Skills-based
Skills for decoding and comprehension
Basal readers
Phonics
Linguistics
Programmed instruction

5. Whole Language Instruction
Reading integrated with other language arts
Meaning and motivation emphasized
Learning takes place in social contexts
Language used for real purposes

6. Combined Approach Recommended
Development of
decoding skills
Comprehension of contextual meaning
Phonological processing abilities can now be detected in young children

7. Current Practices
Norm-referenced and diagnostic reading tests are used
Informal reading inventories are grade-referenced
Criterion-referenced tests are used

8. Woodcock Reading Mastery Tests–Revised (WRMT–R/NU)

9. Gray Oral Reading Tests (4th ed.) (GORT–4)

10. Test of Reading Comprehension (3rd ed.) (TORC–3)

11. Phonological Processing
Test of Phonological Awareness (TOPA)
Test of Phonological Awareness Skills (TOPAS)
Comprehensive Test of Phonological Processing (CTOPP)

12. Informal Reading Inventories
Reading levels are:
Independent
Instructional
Frustrational
Silent reading levels
Listening capacity levels
Analytical Reading Inventory (7th ed.) (ARI)
Informal Reading Inventory (6th ed.) (IRI)

13. Other Informal Strategies
Checklists
Error Analysis
Miscue Analysis
Cloze Procedure
Diagnostic Teaching
Criterion-Referenced Tests
Curriculum-Based Measures
Questionnaires and Interviews
Portfolios

14. Assessment Within the Classroom
Instructional environment
Reading curriculum
Reading materials
Reading skill demands
Interpersonal environment
Interactions between students and teachers
Physical environment

15. Answering the Assessment Question
Tools vary greatly in how and what they assess
Team must determine relationship to other areas
Performance is documented by results of norm-referenced and informal measures