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This is a 4 point scale survey that assesses a students attitude toward reading. The assessment focuses on a students self-concept and their value of reading. While it is a teacher directed assessment the administration is versatile - it can be given one-on-one, small group, or large group. There is a second component to the MRP, which is a Conversation Interview discussing the students' feelings toward reading.

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Elementary Reading Attitude Survey (ERAS) 

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Elementary Reading Attitude Survey (ERAS) 

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This is an informal survey constructed of 20 questions that assesses a students attitude toward recreational reading and academic reading. It is made up of a 4 point scale - Garfield the Cat pictures - ranging from a high interest to a minimal interest in reading activities. It is a teacher directed assessment where the student listens to the questions then circles the corresponding Garfield that represents their attitude or feelings.

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When it comes to assessing students understanding of a text, the Critical Reading Inventory (CRI) uses a variety of question types to determine the students true ability. The CRI assesses text-based, inferential, and critical response question types.

Text-based - the “right there” questions. They require the reader to pull information directly from the text.

Inferential - the questions that require the reader to use logical connections. The reader must use the information from the text as well as experience to surface a correct response.

Critical Response - the reader must use their personal experience and values to analyze, react, and respond to the text. There is no single answer to critical thinking questions.

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What is the Fountas and Pinnell Reading Assessment?
It is a 3 prong reading assessment that helps educators assess where a student is currently reading independently and where they should be instructed at. The Fountas and Pinnell Reading Assessment uses oral reading, comprehension conversations, and written prompts to assess a students ability to understand a text at various levels. This assessment is a small part to a larger belief system of how classrooms should integrate reading. Click the link below to see the whole vision!
Fountas and Pinnell Vision

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Through formal and informal reading assessments, the administrator typically is looking for three readings levels: independent, instructional and frustration.

Independent Level - This is the reading level in which a student can read a text without assistance.

Instructional Level - This is the reading level in which a student can read a text but would benefit from instruction

Frustration Level - This is the reading level in which the text is too difficult for the student causing "frustration" and the inability to comprehend the meaning of the text.

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The Critical Reading Inventory is an assessment process created to assist educators and reading specialists measure how or if a student responds thoughtfully to texts. It is a series of assessments - word lists, oral readings, silent readings, retelling of informative and narrative texts, and answers of comprehension questions of all levels (text-based, inferential, critical response) - to help find the independent, instructional, and frustration level of a reader based on their responses. This process helps educators and readings specialists identify specific areas of needs to plan for effective instruction.

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Teacher Think Alouds
Teacher Think Alouds are great ways to help students think about how they think. The teacher models how he/she processes or attacks a comprehension questions and the steps taken to arrive at an appropriate answer. Through this type of instruction struggling readers can mimic the process until they can independently arrive at their answer.

Story Maps
Story Maps are a type of visual organizer that assist students pull key elements, details, events, characters, setting, or the problem and solution from the given text. It is a structured format identify the story structure. It is beneficial for students who struggle with retelling or identifying ideas from the text.

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The reading models of Bottom Up and Top Down are linear models. The Bottom Up model believes that learners start as "clean slates." The learner starts out with the smallest unit (a single letter) and slowly increases their knowledge to then construct words followed by phrases. In this model the text is the sole focus. The Top Down model uses the learners previous knowledge to create meaning and make inferences, rather than use the text. The reading process starts out in the mind then works its way into reconstructing the text to make meaning.

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When it comes to the Interactive Model of reading, the key components of the Bottom Up and the Top Down Approach are combined. In this model, the reader uses their phonological understandings and their personal knowledge to create meaning within a text. The Interactive Model aligns directing with the Common Core State Standards, which focuses on the higher level thinking skills and applications that readers should have.

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When it comes to reading comprehension there are many types of profiles that a reader can fall into. According to the authors of Profiles in Comprehension, there are eight different categories readers can fit into when asked to use their higher level thinking skills. All of these learners require specific instruction and a variety of teaching strategies to meet their individual needs. Below is a chart from the authors that breaks down the eight profiles and the best instructional practices.