Final Project For Developmental Reading 2: Lesson Plan (Iplan) 5 Assessments For Reading Strategy / Tools
Final Project For Developmental Reading 2: Lesson Plan (Iplan) 5 Assessments For Reading Strategy / Tools
Final Project For Developmental Reading 2: Lesson Plan (Iplan) 5 Assessments For Reading Strategy / Tools
Developmental Reading 2
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One purpose is to identify skills that need review. Assessment provides teachers with information
on what skills students have and have not mastered. It is needed to help teachers know the skill
levels of their students, since students have varying experiences and knowledge.
A second purpose is to monitor student progress. A teacher can learn which students need
review before covering additional content and which students are ready to move forward.
A third purpose is to guide teacher instruction. Through consistent assessment, a teacher can
make informed decisions about what instruction is appropriate for each student.
A fourth purpose is to demonstrate the effectiveness of instruction. The information gained from
assessment allows teachers to know if all students are mastering the content covered. It is
important for teachers to use instructional time effectively, and this can be done when teachers
are knowledgeable about what their students are ready to learn and what they already know.
Therefore, the information gained from assessment allows a teacher to create appropriate
instruction for their students.
The following list is a sample of assessment measures to test letter knowledge skills:
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
The following list is a sample of assessment measures to test phonemic awareness skills:
Comprehensive Test of Phonological Processing (CTOPP)
DIBELS
ERDA
Emerging practice
The theory of multiple intelligences is one that many educators support and believe to be
effective. Dr. Gardner developed this theory in 1983, and he suggests that eight different
intelligences account for student potential (Armstrong, 1994; Gardner, 1983). They include:
1. linguistic intelligence
5. musical intelligence
6. interpersonal intelligence
7. intrapersonal intelligence
8. naturalist intelligence
Dr. Gardner believes these intelligences should be used to assess students' strengths and
weaknesses and teachers should develop assessments that allow students to demonstrate these
intelligences. Although support can be found in some schools for this theory, it is not supported
by rigorous research evidence at this time. Therefore, the Access Center considers the theory of
multiple intelligences to be an emerging practice that requires further investigation.
PAT
TPRI
number of correct words read is counted and this total equals a student's oral reading fluency
rate.
DIBELS
TOWRE
TPRI
The following list is a sample of assessment measures to test reading comprehension skills:
Degrees of Reading Power (DRP)
ERDA
GORT4
ITBS
TPRI
The IEP will contain documentation on measures that have been performed and the information
they provided. Reviewing this information will help teachers determine what assessments are
needed to supplement the measures that have been administered. Most important, assessment
must be instructionally relevant and focused on essential skills. Therefore, assessments should
always be culturally and linguistically appropriate (Skiba, Simmons, Ritter, Kohler, & Wu, 2003).
Summary
There are a variety of measures that can be used to gather data for each area of early reading.
Assessment is a central element for any teacher and should be implemented regularly. Through
its implementation, teachers will be able to help students access the skills and content they need
from the general education curriculum. This will allow all students to achieve to their highest
potential.