Week1RDG

Research at least one specific reading assessment from each of the following types of assessments:  Informal classroom assessments used for planning, monitoring, evaluating, and reflecting purposes (e.g., informal reading inventories, ORF, reading interest/attitude inventory, concepts of print checklist, etc.)  Diagnostic assessments  Screening tools (for grades K–3)  Progress monitoring assessments  Benchmark assessments Keep in mind that some assessments may fit into more than one category. Be sure to choose 5 different assessments for the matrix and cite your references in APA format below the matrix. Use this matrix to record information about the assessments you researched. An example has been provided for you in the first row. Name of Assessment Type of Assessment (e.g., informal, diagnostic, screening, progress monitoring, benchmark) Description of Assessment Areas Measured by Assessment (e.g., phonemic awareness, phonics, vocabulary, fluency, comprehension) How Assessment Results are Used in the Classroom to Alert Teachers of Potential Reading Difficulties How Assessment Results Can Be Used to Drive Instruction in the Classroom Example: TOWRE-2 Diagnostic The TOWRE-2 is a norm- referenced assessment that measures students’ ability to pronounce printed sight words and nonwords formed from common phonemes. It assesses the number of real words that can be read in 45 seconds and the number of nonwords that can be correctly decoded in 45 seconds. It is used for ages 6– Phonemic Awareness, Phonics, Fluency The results of this assessment can be used for early detection of reading struggles and diagnosis of disabilities. It can be used to identify early elementary students who will require more intensive or explicit instruction in word-reading skills. It can also be used with other The teacher could use the results of this assessment to guide small group and individual instruction for students who struggle with reading printed sight words or decoding nonwords. It can also be used 3-4 times a year to monitor the growth of word-level reading skills.