Readability Analysis

Some disadvantage of the Woodcock-Johnson III test consists of a computer being needed to score the test. Previous versions of the WJ III used many calculations made by the administrator to obtain and compare the scores of examinees ((Lovecky, 2006 ). Another weakness of the WJ III is that the reading comprehension part of the test is dependent on the cloze method of filling in the blanks with the fitting word. This usage of method could potentially cause examinees, who have a challenging time sustaining attention or interpreting, to perform poorly on the reading comprehension subtest. Also, the writing samples of the Woodcock Johnson III only require sentences as compared to requiring the examinees to write a whole paragraph, which can be problematic (Lovecky,

Forty-four states and the District of Columbia had already had plans to design new tests for the 2014-2015 school year by sharing $330 million in attempt to create new online end of year and semester tests that would replace paper tests which had been used until that point. Now looking upon the 2017-2018 school year, the majority of those states have already converted to the newly created online tests, but many believe that they should have continued using the paper testing. Studies are beginning to show that reading comprehension varies drastically between the traditional paper compared to their digital mediums. Electronic mediums negatively impact a reader’s reading comprehension level when compared to paper mediums as seen through note

The most important thing to consider is whether readers are making sense of what they are reading.

For reading comprehension, measures indicated a statistically significant difference (t (16) = -3.646, p<.05) and an effect size correlation of r =.67. Fluency measures also showed a significant difference (t (16) = -4.440, p<.05) and an effect size correlation of r =.74. The Composite score combining reading comprehension

The students found a visual art medium that they were comfortable working with, and it allowed them to think critically and creatively about the text. Because of this, the use of a visual art project and rubric to assess reading comprehension was “both rigorous and enjoyable for students” (Holdren, 2012, p. 703).

The explanation of readability will be given to the student’s parents or guardians during the meeting. Readability is the level in which the student can be understood what is being read easily. I used the Flesch-Kincaid formula when calculatiing the readability level for the CBM created through www.interventioncentral.org. Flesch-Kincaid

I performed the required steps and determined that the average readability level of this textbook is at the college level. Determining the readability of reading material, including textbooks, is vital before working with students. The reading level of students in a classroom can vary significantly. If textbooks are challenging to students reading above grade level level, the effect on below average readers can be deleterious. The average student will be spending significant academic energy focusing on decoding words and comprehending text rather than visualizing and making connections to the reading.

The What Works Clearinghouse (WWC) found that four out of five studies, which included 484 beginning readers from grades two to four, in more than fourteen locations, met WWC standards without reservation and one with reservation. “The WWC considers the extent of evidence for Read Naturally® on the reading skills of beginning readers to be small for two outcome domains—alphabetics and general reading achievement—and medium to large for two outcome domains—comprehension and reading fluency.” (D.O.E. 2013)

While revising the fact sheet, I realized that the length of the sentences plays a very important role regarding the mentioned readability score indexes. Furthermore, not only the use of common words instead of jargons has a great impact on reducing the readability scores, but also using words with the less number of syllabuses is important as well. The

There are two important realities in testing. They are, tests do not always measure what they appear to measure and all tests do not measure reading, writing, and math skills comprehensively. An issue with students taking tests is that some students cannot comprehend as well what they read silently as to what they would read out loud. In addition, some students have issues with word comprehension so they will not be able to understand what the text is saying if they do not know what the words mean. There is no one test that measures reading skills comprehensively. Some of the more well-known tests are Woodcock Reading Mastery Test, Gray Oral Reading Test, Fourth Edition, and Kaufman Test of Educational Achievement Second Edition. Each of these tests has different subtests that test different

How does our everyday technology change the way we read? Kate Garland and Erik Wästlund were curious about this topic and decided to conduct their own experiments. Kate Garland asked fifty college students to read an economics course on a computer or a notebook for twenty minutes. After, she gave the students a multiple-choice quiz. Erik Wästlund took 72 volunteers and they complete a 30-minute Swedish-language comprehension multiple choice exam called Higher Education Examination READ. Garland concluded that the students who read from the spiral-bound notebook retained more information but, they all scored equally well. In

Elilah’s independent level for silent reading was estimated at grade 4 which was slightly higher than her independent level for oral reading at grade 3.” Her instructional level for silent reading was grade 4.5 and her instructional level for oral was grade 4. Both frustrational levels for her oral and silent were grade 5.Elilah’s silent reading score was slightly higher than her oral reading score, suggesting that she was able to use the context to make meaning from the text. She had less difficulty attending to the print when read silently than when read orally.

The three resources I used to calculate the reading level were Microsoft Word, Readability Formula, and Online-Utility website. All these resources gave me different readability scores based on the specific formulas. I compared the Flesh-Kincaid readability formula because this formula was found in all the resources I used. The Flesh-Kincaid calculates the average sentence length and the average number of syllables per word.

This assignment is through an analysis of appeal forms, speech acts, move structures, text functions, text types and relevant rhetorical strategies going to determine the genre and purpose of the text ‘Towards a better and cleaner textile industry’, which was posted on Novozymes website on March 30, 2011.

According to Renaissance, The Kissing Hand interest level is for lower grades (PreKK-2) and its ATOS book level is scored at 2.7 (Renaissance, 2017). This means that students should be able to independently read this book by second grade, seventh month of school. The Lexile measurement scale is 520L. Some great ways to integrate across the curriculum includes: use the book as an introduction to parts of a book (i.e. front/back cover, title page, author, illustrator, etc.), introduce concepts of how to read books (i.e. read from left to right, etc.) use as a springboard for shared writing activities (i.e. predictability charts, class book, etc.), practice sequencing/retelling skills, use book to create themed math activities (i.e. counting, matching, patterns, etc.), use book as a discussion about raccoons in a science/social studies thematic unit (i.e. habitat, classification, etc.), etc.