Student reading level is something that must be cultivated and fostered over time. Some students struggle and it is necessary to find out exactly where the problems lie and then construct a plan of attack to address these shortcomings using targeted and specific tests and tools that directly target what a student is having problems with. As the student learns, they can be shown that their assessments led to improvements in their work.
Classroom-based reading assessment is the measurement of children's progress in learning reading by using both formal and informal measurement tools.
Classroom Assessments
Classroom assessment collects useful information about what students do and do not know about reading. Teachers can use four different types of assessments to accomplish this.
Leveled Books
Leveled books can be used to figure out where exactly a student is in terms of reading level.
Informal procedures
Rough observation and measurement can be used to figure out where exactly students are in terms of reading level.
Tests
Tests can be administered to find out where students' strengths and weaknesses are.
Work Samples
Collecting samples of a student's work can be instructive in figuring out where a student is in terms of reading level
Determining Student's Reading Level
Teachers must figure out where students are in terms of reading level so that they can progress in their learning while not being faced with material that is too difficult for them based on their current level. The method of delivering the reading will depend on what level a student is at. Students should not be trying to read alone if they are struggling.
a. Independent Reading Level
A student is independent at a given level when they can read 95% or more of the text with accuracy.
b. Instructional Reading Level
The student is very close to proper reading level with an accuracy rate of 90-94% but they do need some assistance.
c. Frustration Reading Level
The student needs a significant amount of assistance and does not recognize enough of the words.
III. Readability Formulas
Readability formulas are a way of dictating where a student is in terms of reading level. The notation indicates the level at which a student can read on his/her own comfortably. One popular formula structure is the Fri Readability Graph. Just looking at a book is not enough to determine its score because very different books can be scored the same.
a. Leveled Books
Grade levels have been the traditional way to progress readers as they learn but this has been found by many to be too broad. Parameters such as familiarity, interest level, the complexity of the vocabulary and relationship of illustrations in the text are often used.
b. Fountas and Pinnel
Fountas & Pinnel used the criteria above to construct a 26-level text gradient with levels running from A to Z. The letters roughly correspond to grade level as one goes from A to Z….starting with Kindergarten and extending up to 8th grade.
c. Lexile Framework
The Lexile framework is the newest approach used to measure reading level and was developed by MetaMetrics. It is unique because it measures both reading level and difficulty. Standardized tests like the ITBS tests are often linked directly to the Lexile framework.
d. Assessment Tools
There are several different formal assessment tools that can be used to determine reading level
i. Development Reading Assessment
Available in two kits with one for K-3 and one for 4-8. Online system is available
ii. Fountas & Pinnell Benchmark
Also sold in two kits and offers a total of 30 levels of fiction and non-fiction books iii. Scholastic Reading Inventory
A computer-adaptive assessment for grades1-12 that uses the Lexile system when scoring students
IV. Monitoring Students' Progress
Effective tracking of student progress is essential to help students keep progressing as they should not too early. There are several parts to doing monitoring correctly.
a. Observations
Teachers need to be good "kid watchers" to track student progress. The observations need to be both informal and formal.
b. Anecdotal Notes
This is when teachers write brief notes in notebooks or sticky notes as they watch students participate. Anecdotal notes over time can lead to identification of trends and sticking points and can be instructive in helping the child learn.
V. Conferences
Conferences are ways that students talk with students to assist with the learning process and there are several different types. Each type has its own method and root purpose.
a. On-the-spot
These conferences are spur-of-the-moment and are usable when a brief meeting is needed to assist the learning process
b. Planning Conference
This conference is more formal and is when more formal and drawn plans are made for learning progress.
c. Revising Conferences
This is for small groups of students where students share rough drafts and get specific suggestions on how to improve them.
d. Book discussion
This is where students discuss the books they read
e. Editing Conference
This is where students discuss compositions and how they can be edited and improved.
f. Evaluation Conference
Where students talk about their growth as writers after an assignment is done.
VI. Other Tools
a. Checklists
The use of checklists gives a simple step-by-step process and it simplifies the learning process.
b. Rubrics
Rubrics are matrixes that give a specific and guided analysis of each piece of work a student does.
c. Student Work Samples
A portfolio of the work of a student can be assembled to show progress over time or where a student has been at a given point in time.
d. Other Assessments
Other tools include phonics, fluency measurement, spelling checks, and so forth.
VII. Diagnosing Strengths and Weaknesses
A student's good and less than good points should be tracked so learning can be targeted and specific.
a. Running Records
This record shows progress over time and can be used to measure where a student is and what they are struggling with.
b. Informal Reading Inventories
These are tests used to measure student reading performance. The results are graded and give students and teachers an idea of what is known and unknown to the student thus far.
VIII. Nurturing English Learners
Students that do not speak English as their first language need to be handled in a specific way.
a. Oral Language Assessment
Students that are learning English need to speak the language and teachers can assess their progress.
b. Reading Assessment
Students that are learning reading and learning English at the same time can face a double whammy in terms of learning progress problems. This must lead to different and more advanced tactics
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