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Feb 20, 2024

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1 Informal Reading Assessments for PreK-3 Literacy Learners Terry Ann Gordon Master’s of Science in Education, Walden University READ- 6709 Dr. Ruby Willey-Rendon January 28, 2024 1

2 Informal Reading Assessments for PreK-3 Literacy Learners At an early age, children develop literacy skills and progress through different stages of their lives. According to Reutzel and Cooter (2019), "Literacy is the ability to read and write well" (p.5). It is essential because it is a fundamental skill that underpins every aspect of our personal, academic, and professional lives. It empowers individuals to comprehend information, express their thoughts, and engage effectively in various contexts. "To learn literacy well, students need meaningful purposes for engaging in literate practice and opportunities to use literacy for a broad range of life activities related to goals and desires beyond the moment of instruction" (Hull & Moje, 2012, p.54). Educators should provide opportunities that expose children to meaningful literacy, which will afford them the environment they need to develop their literacy skills. Utilizing informal reading assessments helps teachers identify students' literacy strengths, areas of improvement, and how best to meet their needs. For my informal reading assessment, I assessed a third-grade student who struggles with reading. Before I began the assessment, I conducted an informal interview with the student. Informal interviews help educators learn more about their students (Walden University, 2014g). This helped me build rapport with the student, making her comfortable and engaged. After asking the student several questions about herself, I gathered information about her reading habits or attitudes, preferences, and experiences with literacy. "Motivated readers hold positive beliefs about themselves as readers, and motivation is crucial to reading engagement" (Seitz, 2010, p.31). The types of books or stories she enjoys reading are fictional or enjoyable stories. Though she loves to read, the student said she only does it sometimes outside school. When asked about her favorite subject, she told me it was reading. I used the Dolch Sight Word Assessment to evaluate the student's word recognition skills. I explained to the student that she would read a list of common words in written text. 2

3 The student went through a list of 41 grade-level words. I showed her the words individually and instructed her to read aloud. As the student read through the words, I recorded her responses, noting correctly and incorrectly identified words. From the forty-one words, the student could identify thirty words correctly, giving her an overall score of 73 percent. This assessment tool gave me insight into the student's ability to identify and read common vocabulary, which is essential for fluent reading. According to Bashir and Hook (2009), "Automatic word recognition is critical to developing reading fluency (p.196). Following the word recognition check, a fluency check was done. Fluency is the ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading, such as decoding" Meyer & Felton, cited in Bashir &Hook (2009, p.197). To check the student's fluency skills, I presented her with a copy of a third-grade-level fictional text. This text contained 147 words. I used the running record tool to note the student's errors or miscues. I begin by explaining to the student that she will be given one minute to read the text aloud, and at the end, I will ask her some questions. As the student began reading, she used minimal expression since she was reading word by word in a monotone voice. She did not acknowledge punctuation marks, stress, and intonations. The student could read 110 words per minute (wpm)with seven errors. Mispronunciations, omissions, insertions, repetition, and substitution were some of the common errors made by the student. Overall, the student scored a 70% accuracy. Running record is a form of organized observation of a student's oral reading behaviors that enables the teacher to observe how these behaviors evolve (Briceño & Klein, 2018). The running record tool was beneficial as it gave me a detailed understanding of the student's reading abilities, including her accuracy, rate, and expression. This will help me offer targeted interventions to improve the students' fluency skills. 3

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