DRA Assessment

This has deepened my understanding of the big 5 concepts of literacy (phonemic awareness, phonics, vocabulary, fluency, and comprehension) through understanding what criteria can be used to determinate what is effective developmental for a reader and what needs improvement. The Informal Reading Inventory is one example of this because it allows me to assess word recognition, oral and silent reading, comprehension, and literacy capacity. All of which is valuable information which I can then use as a reading teacher to determine further instructional moves. While I have yet to have a place to fully put these assessment techniques into my full practice as a first year teacher. Learning about how to properly assess these components has better equipped me to think about my students' literacy abilities and further strategize my instructional planning to meet the diversity of their literacy

Informal Reading Inventory (IRI) are diagnostic assessment administered individually to evaluate different aspects of students’ reading. After reading the text, students orally are answering the questions following the text. Teachers take into the consideration additional factors,, such as fluency, students’ prior knowledge, and determine students’ reading levels. This information may to choose appropriate reading material for students, to form reading groups, and to plan future reading instruction taking into the considerations students strengths and needs. According to Chall (1983), the greatest value of IRI is to help educators to diagnose the gaps in the abilities of readers who struggle the most. For teachers, who looking for the better way to address students instructional needs of children, who have reading difficulties, IRI is a very valuable diagnostic tool.

These DIBELS screening assessments were developed to help educators identify struggling, at-risk readers, so that appropriate types and levels of support can be implemented within the school system. They were designed to support efforts at the primary grade levels (K-6th) to prevent reading struggles as the learn progress through the school system. Furthermore, this test was to aid in the elimination in remediation lessons inside of the classroom.

Harris and Jerome A. Niles (1982), the Informal Reading Inventory’s stated purpose is to determine the reading level of a child by identifying their reading comprehension strengths and weaknesses (Harris & Niles, 1982). This test was developed to measure the reading level of a child, and for some students, it may identify their levels of reading comprehension. It is difficult to determine the reliability and validity of this assessment, not knowing the specifics of the original tested population, the size of the tested group, the sex, or the location of where they were assessed. Due to the lack of developmental data, the overall assessment results from school to school can give inconsistent

The student I worked with is in 5th grade. We did a DRA on a story called “Cry Foul”. This is a great assessment to assess a student’s reading ability in order to enhance his or her literacy achievement. I learned many things about my student that he likes to read adventurous books and books regarding sports. He wants to become a better reader by enhancing his understanding and vocabulary of the text. It’s also a bit difficult for him since English is his second language and a year ago he was taking ESL classes. It’s amazing that he has great goal settings that determines that he wants to become a better reader. The things that I observed about the student is that his oral reading is fluent since he had about three miscues in which one was

The there are three principle activities that take up my time outside of the classroom: taking part in my school’s DECA chapter, sitting as an elected member on my ridings local conservative riding board, but taking the time to participate and contribute in the Model United Nations community has been my most important experience.

How do reading specialist work with their district to choose assessments that align with curriculum to help inform instruction?

I will use a combination of local screeners including Dibbles and DRA as well as Lexia Core 5 and Corrective Reading pre and post test to measure this goal.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Validity and its Relationship with Reading Comprehension

The Observation Survey assessments and the DIBELs assessments both can be used to measure many different aspects of reading. Depending on what reading aspect to be tested, one test may be better than the other for a certain assessment. Each assessment has subtests/tasks that measure different reading attributes and abilities.

Back to school reading in the primary grades usually begins in the classroom assessment, and part of a formal reading assessment includes reading fluency. Teachers strive for students to read grade-level texts throughout the year with purpose and understanding. Testing students in reading by using a variety of formal assessments, such as DRA (Developmental Reading Assessment) or PALS (Phonological Awareness Literacy Screening) provides a little insight into how well students read, but there is usually only one or two reading passages used. Fluency is one area that is extremely important, but seldom practiced because most students read independently to themselves. Together with phrasing, expression and punctuation, pace is can be evaluated by teachers in small group guided reading lessons. Students are given an opportunity to read out-loud in front of their teacher and their peers, but often will not receive daily practice with fluency everyday.

Dea'Ron continues to work on his current goal that states: When given a grade level reading passage, Dea'Ron will use reading comprehension strategies, such as summarizing and graphic organizers, to answer comprehension questions across the curriculum, with 85% accuracy in 3 out of 4 trials. According to his first-semester progress reports in this area, Dea'Ron made adequate progress by earning the following scores in the area of informational and literary reading comprehension questions: 85%, 73%, 93%, 80%, 66% and 60%. Strengths on reading assessments were in the areas of determining a theme or the central ideas of a text, analyzing characters, and determining the meaning of words and phrases as they are used in a text. Areas of weaknesses

DWDA allows terminally ill residents to end their lives through the voluntary self-administration of lethal medications, expressly prescribed by a physician for that purpose. The law states that, in order to participate, the patient must meet strict criteria to be able to request to participate in the Act. The patient must make two oral requests to the attending physician, separated by at least 15 days and the patient must also provide a written request to the attending physician that is signed in the presence of two witnesses (at least one of whom is not related to the patient). Once these steps have been completed the attending physician and a consulting physician must confirm the patient's diagnosis and prognosis and determine whether the

In early childhood education classrooms, teachers utilize assessments for a variety of reasons. Assessments are used to detect strengths in weaknesses in a specific area of study as well as the differences in the students’’ learning the classroom (Stiggins, 2007). Teachers utilize this information in order to direct instruction in the classroom to best benefit the students in it. There are various types of assessments for education, many geared toward early literacy skills. Two of the more common literacy skill tests for early childhood education are the Gray Oral Reading Test (GORT) and the Early Reading Diagnostic Assessment (ERDA), both of which assess reading for young students. Using the information from the GORT and the ERDA, a teacher can create a pre-assessment and a post assessment for phonics and phonemic awareness.

Tracie Situation and I has some similarities about the DRA Assessment. I am standing in a parent view point. I have an third grader who has always obtained a low DRA score. however, every parent teacher conference that I have attended we discussed the low score on the DRA. we look at data far as the score the child at based on average or below. in addition to what level each child should be placed according to their grade. Does this mean the student can't read?