1. San Diego Quick Assessment

2. Overview Assesses identification of grade level words out of context
Consists of 13 graded word lists
Identifies a students instructional level
Individually administered
Untimed
Takes approximately 5 minutes to administer

3. Rationale

4. Rationale
Weak readers tend to rely heavily on context and recognize words within connected text more easily than in isolation.
Proficient readers generally do not rely on context to decode accurately and typically perform just as well reading words in or out of context.

5. Preparing

6. You will need… Copies of Record Form (1 page)
One copy of Student Material (2 pages)
(placing this in a sheet protector for repeated use helps save on copies)
Blank paper to cover lists until they are read (reduces visual stimulation)
Pencil and clipboard for examiner use

7. Take a few minutes to review the materials you will use for this assessment.

8. Administering

9. Administering
Begin with a list two or three levels below student’s grade placement.
Use paper to cover words not being read.
Say “Next” to signal student to move paper down & read next word aloud.

10. Administering Mark errors on copy of record form.
Encourage student to attempt unfamiliar words.
Allow up to five sec. per word if needed.
Have student continue reading successive lists until they make three or more errors in one list.

11. Scoring

12. Record the highest grade level for each:
Independent = 1 or fewer errors
Instructional = 2 errors
Frustration = 3 or more errors

13. Interpreting Scores

14. What does this mean?
A student’s reading level is considered to be his instructional reading level, the highest list with at least 8 words read correctly.

15. Practicing

16. Your Turn… Look at student sample, JBSanDiego.pdf
Determine and record independent, instructional and frustration levels.

17. Do you agree…
Independent = 6th
Instructional = 9th
Frustration = 10th

18. Next Steps

19. Next Steps…
If students are below grade level on this assessment, further assessment is recommended to identify underlying causes.
The CORE Phonics Survey, CORE Phoneme Segmentation Test, and the CORE Phoneme Deletion Test will indicate if phonics or phonemic awareness are underlying factors.