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National Assessment of Educational Progress -NAEP

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National Assessment of Educational Progress -NAEP

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The National Assessment of Educational Progress is the largest nationally representative and continuing assessment of what America's students know and what they can do in various subject areas. Paper and pencil assessments are being administered in mathematics, reading, writing, the arts, civics, economics, geography, U.S. history and in Technology and Engineering Literacy (TEL).

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Elementary Reading Attitude Survey - ERAS

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Elementary Reading Attitude Survey - ERAS

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This survey is best known as the Garfield Survey. It was put together to be given to elementary students to assess their motivation to read and their attitude toward reading. The survey consists of twenty items and can be administered to a whole group in about ten minutes. Each item has a brief, simply worded statement about reading followed by four pictures of Garfield. Each one of Garfield's pose represents a different emotional state. These poses range from very positive to very negative.

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The Critical Reading Inventory is a reading inventory that uses three distinctive measures in the assessment of reading comprehension.  It uses Text-based items. These require the reader to recall information from the text or to make connections between the ideas in the text. It also uses Inference items that require readers to draw conclusions by relating the information in the text to their knowledge. Critical Response items are the third measure of assessment. They ask the reader to concentrate on the "bigger picture" and decide on the general importance of the text. They also need to support their ideas that are based on the information in the text that is associated with their background experiences.

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Accuracy Indices of the Critical Reading Inventory

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Accuracy Indices of the Critical Reading Inventory

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*Reading Accuracy Index (RAI) - the total number of scoreable miscues;  total all miscues marked with plusses and zeroes
* Meaning Maintenance Index (MMI) - the total number of counted miscues that violated the meaning of the language; total only miscues marked with zeroes

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According to the authors Applegate, Quinn and Applegate, there are eight common profiles of thinking that appear when students are asked higher level thinking questions. They also give interventions to be used with each profile. The eight profiles are: Literalists, Fuzzy Thinkers, Left Fielders, Quiz Contestants, Politicians, Dodgers, Authors and Minimalists.

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Applegate Quinn Applegate 2004 Profiles in Comprehension

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A comprehension conversation is used during the Fountas & Pinnell Benchmark Assessment System. It is a conversation the teacher has with the student immediately following the oral reading. The teacher invites the student to talk about the text; it goes beyond retelling. The teacher rates the student's responses by identifying key understandings student should have gained from thinking within the text, beyond the text and about the text. There are prompts available to help teachers elicit key understandings from the student.

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It is an assessment that helps teachers identify the strategies a reader uses to make sense of the text.
1. Meaning - Does the error affect the meaning? Does it make sense?
2. Structure (Syntax) - Does the miscue follow the grammatical structure of a sentence? Does the reader show an awareness of the structure of language?
3. Visual Information - Does the error look right? Is the reader looking at the structure of the print?

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The Interactive Theory suggests that reading combines two types of processes: the top-down, reader based approach and the bottom- up or text-based approach.  This theory states that these approaches interact to give the reader a prediction about the text. If the reader fails to use both processes he/she will not have the ability to comprehend the text.

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A Balanced Literacy Program includes both reading and writing instruction each in a variety of settings with the elementary classroom.  The components are the read aloud, guided reading, shared reading, Reading Workshop, interactive writing, shared writing, Writing Workshop and word study.

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It is a reading assessment that drives instruction. It is designed to help teachers analytically observe, record and evaluate changes in a student's reading performance. This program has tools to assess reading engagement, fluency and comprehension. It allows you to identify strengths and weaknesses so you can target instruction to meet the needs of all students.

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A reading profile that consists of two instruments: the Reading Survey and the Conversational Interview. The Reading Survey is a Likert-type; self-report that is administered to a group. It assess self-concept as a reader and the value of reading. The interview provides information about the students' reading motivation. Such as who are their favorite authors, what is their favorite book or series.