Reading Log Analysis

The San Diego quick assessment was originally devised by Margaret La pray and Ramon Ross and published in the “Journal of Reading” in 1969, as a quick way to gauge a student’s readability. Words were selected for 13-grade level, Pre-Primer through 11th grade by drawing words randomly from basal reader glossaries. (Blackley) Words were also drawn from the glossaries of basic readers and from 1931 “Teacher’s Word Book of 20,000 Words by E.L. Thorndike.

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress monitoring data were considered to determine Addison’s correct word per minutes. According to the data, Addison’s word recognition skills significantly impacts her ability to read fluently, thus causing frustration. She is currently being progressed monitored at a third grade level, indicating she falls near the thirty third percentile when compared to third grade students nationally, reading a median of 109 correct words per minute.

Nolan’s developmental level is fluent, his instructional word identification level is upper Middle School. His instructional reading level is 5th grade. Nolan’s spelling level is at late syllables and affixes/ Early derivational relations. Nolan shows that his word identification is a strength, this was shown in the examiner word lists. A few other strengths that Nolan has demonstrated are, his motivation, his speed/ fluency, prior knowledge and the fact that he genuinely enjoys reading. Nolan expressed his motivation to read in his content items as well as in his attitude survey, which concluded that Nolan enjoys reading print recreationally and digital for academic purposes. Nolan’s speed/ fluency was seen in DIBELS

Assessment of the Text’s Accessibility and Interest Level - Write a paragraph addressing all of the questions on the Assessing Sources

The ability to read allows for education, enjoyment, imagination, and understanding. With literacy you can go anywhere: the correct path on the highway, a made up kingdom, or the center of an atom. Reading is not in jeopardy, but rather will remain an essential part of our lives for the next several decades, if not centuries. Reading has proved to be a durable form of entertainment for centuries, however there will likely be some adjustments to how we approach the activity in the near future.

The fourth grade group of literacy learners I worked with was intermediate readers and writers and yet their individual skill sets varied in some degree. This became evident during the rereads of a close reading lesson. The lesson consisted of two different passages pertaining to the topic of hurricanes. However, the lesson was revised by day two to include the second passage. This decision was based on one of the factors of text complexity involving text structure. Students were able to compare and contrast the passages, determine the point of views, and synthesize information involving a hurricane survivor. Choosing a complex text became the most difficult part of the lesson being my first lesson on the topic. I followed the International Reading Association (IRA) and National Council for Teachers of English (NCTE) (2014d) guide for choosing complex text, which stated text, is complex if it is higher than the students’ independent reading level and if the text

Now, make a goal for yourself. What is something you can do to increase your reading comprehension? Consider heading over to Lexile.com and checking out what a “grade level” book means to them. Do the ones you choose fit this category (around 900 Lexile)?

Readability is a useful tool used in various circumstances to estimate the difficulty level of a written material for the targeted readers. Most of the common readability calculations will include things such as the lexical density, length of a sentence/word, and the number of syllabus. Even though readability tool is successful in giving a guideline to people such as teachers, librarians, editors, and writers, it still has numerous disadvantages. Since readability tool only calculates the surface of a text, it fails to reflect the interactive nature between the readers and the authors as well as ignoring the knowledge, interest and motivation of the readers. By analysing and comparing two texts: ‘The making of Americans’ (1925) by Gertrude Stein, and ‘Ceramic Science for the Potter’ (1972) by W.G.

Validity coefficients for the qualitative score ranged from .55 to .59 and for the production scores, the coefficients ranged from .27 to .57 for first grade students (Ritchey & Coker, 2010). In the last article: Reading Progress Monitoring for Secondary- School Students: Reliability, Validity, and Sensitivity to Growth of Reading-Aloud and Maze Selection (Tich, Espin, & Wayman, 2009) it explains how 35 students in eighth grade were tested on completing reading aloud and maze-selection measures weekly for 10 weeks. The test was administered at different times therefore each measure was compared. Most alternate-form reliability coefficients were above .80. Criterion-related validity coefficients ranged from .77 to .89. No differences related to time were found. Maze growth was related to the reading performance level. Results of the performance study revealed that alternate form reliability coefficients were above .80 for both reading aloud and maze selection and were consistently stronger for reading aloud than those for maze selection. Reliabilities were similar across scoring procedures, but not time

40 percent of students which are the majority of student read from their textbooks preparing for the exam, and just 24.8% who are read before coming to class. (Baier, K., Hendricks, C., Warren Gorden, K., Hendricks, J.E., & Cochran, L. (2011). That means students

Readability tests are geared at improving readers’ comprehension levels. Fry’s formula, for instance, is used in assessing the readability of materials in the health care industry, justifying that this ensures that a majority of patients can understand the health care materials at a high level of readability.

Lexiles is a readability formula that was designed electronically to calculate a student’s MSL and MLWF. Using this formula they was able to make an assumption that if a student uses short sentences and simple words they do not understand the material. Where as if a student who writes longer sentences and uses bigger words understands the material very well. Students MSL and MLWF was then added on a scale ranging from 0 to 2000, with

Readability refers to the text as a whole, whereas legibility refers to the individual aspects of the text such as letters and words. Readability is especially important for continuous reading. Readable text prevents eye strain as it allows the reader to fluently read the text without the need to go back to understand the text (Loyd, J. 2013, p. 1). Text with poor readability will cause eye strain over continuous periods of reading, which means that the reader will not want to read on. Readability is especially important for individuals with vision problems, such as astigmatism, and the elderly, as David Zacks, a retina specialist/ assistant professor of ophthalmology and visual sciences at the University of Michigan states, eyesight deteriorates with age (Scientific American, 2006. p. 1). People who already have vision problems experience eye strain associated with their condition (Scientific American, 2006. p. 1), so text that is not optimized for readability will give readers that

Many students are passed on through the education system without having proper reading skills. These skills consist of fluency, comprehension, and phonemic awareness. Reading skills are foundational building blocks for elementary aged students. Students who lack proper reading skills, such as fluency or the rate in which they read, will ultimately lack comprehension of what they are reading due to the amount of time in which it takes the students to read. This leads to the question, how does fifth grade students lack of fluency affect his or her reading comprehension? Unfortunately, because reading skills taught in kindergarten and first grade focus mainly on phonemic

Readability includes less usage of passive tone, use of more transition words, shorter sentences, and good Flesch reading scores. On the other