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Pages 27-29

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What’s problematic about using leveled reading assessments?

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What’s problematic about using leveled reading assessments?

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Jan Hasbrouck: Fluency + ORF and its connection to Comprehension

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Jan Hasbrouck: Fluency + ORF and its connection to Comprehension

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Fluency; Key to Comprehension with Dr. Jan Hasbrouck

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Steve Dykstra: Statistics in Literacy Research

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Steve Dykstra: Statistics in Literacy Research

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Understanding Statistics and Research: Even if You Really, Really Hate Math

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1. Screen for reading problems and monitor progress (using same measures as mononlingual peers, should also assess in home language—see ideas below)

2. Provide intensive small group reading interventions

3. Provide extensive and varied vocabulary instruction

4. Develop academic English

5. Schedule regular peer-assisted learning opportunities

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Use the briefs to evaluate academic interventions available on the academic intervention tools chart across the seven dimensions of the Taxonomy of Intervention Intensity.

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Hugh Catts: Rethinking Reading Comprehension

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Hugh Catts: Rethinking Reading Comprehension

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News from AIM Institute for Learning & Research

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Read about the Science of Reading and our work at AIM Institute.

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"These criterion-related validity studies are particularly important because another set of studies has investigated whether English learners can attain rates of reading growth comparable with those of their monolingual peers. These studies have demonstrated that English learners can learn to read in English at the same rate as their peers in the primary grades (K-2)."

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American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: AERA Publications.

Arab-Moghaddam, N., & Sénéchal, M. (2001). Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals. International Journal of Behavioral Development, 25, 140-147.

August, D., & Hakuta, K. (1997). Improving schooling for language-minority children. Washington, DC: National Academy Press.

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Erlbaum.

Baker, S. (2006, March). English language learners and reading first: Some preliminary evidence of effectiveness. Paper presented at the CORE Literacy Leadership Summit, San Francisco, CA.

Baker, S., Gersten, R., Haager, D., & Dingle, M. (2006). Teaching practice and the reading growth of first-grade English learners: Validation of an observation instrument. Elementary School Journal, 107, 199-219.

Baker, S. K., & Good, R. (1995). Curriculum-based measurement for English reading with bilingual Hispanic students: A validation study with second-grade students. School Psychology Review, 24, 561-578.

Bialystok, E., & Herman, J. (1999). Does bilingualism matter for early literacy? Bilingualism: Language and Cognition, 2, 35-44.

Chiappe, P., Glaeser, B., & Ferko, D. (2007). Speech perception, vocabulary and the development of reading skills in English among Korean- and English-speaking children. Journal of Educational Psychology, 99, 154-166.

Chiappe, P., & Siegel, L. S. (1999). Phonological awareness and reading acquisition in English- and Punjabi-speaking Canadian children. Journal of Educational Psychology, 91, 20-28.

Chiappe, P., & Siegel, L. S. (2006). A longitudinal study of reading development of Canadian children from diverse linguistic backgrounds. Elementary School Journal, 107, 135-152.

Chiappe, P., Siegel, L. S., & Gottardo, A. (2002). Reading-related skills in kindergartners from diverse linguistic backgrounds. Applied Psycholinguistics, 23, 95-116.

Chiappe, P., Siegel, L., & Wade-Woolley, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6, 369-400.

Cisero, C. A., & Royer, J. M. (1995). The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology, 20, 275-303.

Dominguez de Ramirez, R., & Shapiro, E. S. (2006). Curriculum-based measurement and the evaluation of reading skills of Spanish-speaking English language learners in bilingual education classrooms. School Psychology Review, 35, 356-369.

Fitzgerald, J. (1995). English-as-a-second-language learners' cognitive reading processes: A review of research in the United States. Review of Educational Research, 65, 145-190.

Geva, E., & Yaghoub-Zadeh, Z. (2006). Reading efficiency in native English-speaking and English-as-a-second-language children: The role of oral proficiency and underlying cognitive-linguistic processes. Scientific Studies of Reading, 10, 31-57.

Geva, E., Yaghoub-Zadeh, Z., & Schuster, B. (2000). Part IV: Reading and foreign language learning: Understanding individual differences in word recognition skills of ESL children. Annals of Dyslexia, 50, 121-154.

Gottardo, A. (2002). The relationship between language and reading skills in bilingual Spanish-English speakers. Topics in Language Disorders, 22, 46-70.

Hsia, S. (1992). Developmental knowledge of inter- and intraword boundries: Evidence from American and Mandarin Chinese speaking beginning readers. Applied Psycholinguistics, 13, 341-372.

Lafrance, A., & Gottardo, A. (2005). A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics, 26, 559-578.

Leafstedt, J. M., Richards, C. R., & Gerber, M. M. (2004). Effectiveness of explicit phonological-awareness instruction for at-risk English learners. Learning Disabilities: Research & Practice, 19, 252-261.

Lesaux, N., & Siegel, L. (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39, 1005-1019.

Limbos, M. (2006). Early identification of second language students at risk for reading disability. Dissertation Abstracts International, 66 (10-A), 3566A.

Limbos, M., & Geva, E. (2001). Accuracy of teacher assessments of second-language students at risk for reading disability. Journal of Learning Disabilities, 34, 136-151.

Manis, F. R., Lindsey, K. A., & Bailey, C. E. (2004). Development of reading in grades K-2 in Spanish-speaking English language learners. Learning Disabilities Research & Practice, 19, 214-224.

Miller, J. F., Heilmann, J., Nockerts, A., Iglesias, A., Fabiano, L., & Francis, D. J. (2006). Learning Disabilities Research & Practice, 21, 30-43.

Mumtaz, S., & Humphreys, G. W. (2001). The effects of bilingualism on learning to read English: Evidence from the contrast between Urdu-English bilingual and English monolingual children. Journal of Research in Reading, 24, 113-134.

Proctor, C. P., Carlo, M., August, D., & Snow, C. (2005). Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology, 97, 246-256.

Quiroga, T., Lemos-Britton, Z., Mostafapour, E., Abbott, R. D., & Berninger, V. W. (2002). Phonological awareness and beginning reading in Spanish-speaking ESL first graders: Research into practice. Journal of School Psychology, 40, 85-111.

Swanson, H. L., Sáez, L., & Gerber, M. (2004). Do phonological and executive processes in English learners at risk for reading disabilities in grade 1 predict performance in grade 2? Learning Disabilities Research & Practice, 19, 225-238.

Townsend, D., Lee, E., & Chiappe, P. (2006). English or Spanish? The efficacy of assessing Latino/a children in Spanish for risk of reading disabilities. Paper presented at the meeting of the Society for the Scientific Study of Reading, Vancouver, BC, Canada.

Verhoeven, L. (1990). Acquisition of reading in a second language. Reading Research Quarterly, 25, 90-114.

Verhoeven, L. T. (2000). Components in early second language reading and spelling. Scientific Studies of Reading, 4, 313-330.

Wang, M., & Geva, E. (2003). Spelling acquisition of novel English phonemes in Chinese children. Reading and Writing: An Interdisciplinary Journal, 16, 325-348.

Wiley, H. I., & Deno, S. L. (2005). Oral reading and maze measures as predictors of success for English learners on a state standards assessment. Remedial and Special Education, 26, 207-214.

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Studies show that screening English language learners for abilities in phonological processing, letter knowledge, and word and text reading will help identify those who are progressing well and/or who require additional instructional support.

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Common Ones:

Acadience

AIMSWEB

Fastbridge

STAR

i-Ready

mClass

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Academic Progress Monitoring Tools Chart

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Measuring Comprehension & Complex Text Reading

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Measuring Comprehension & Complex Text Reading

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Current Assessment & MLL Intervention Evaluation Tool

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Current Assessment & MLL Intervention Evaluation Tool

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Not necessary for most!

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Should we grade students on the individual reading standards?

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Should we grade students on the individual reading standards?

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Should we grade students on the individual reading standards? | Shanahan on Literacy

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Many school administrators believe that the best way to ensure success with state standards is to try to teach, assess, and grade each standard. That may be a good idea in some subjects, but it doesn’t work that way in reading. This blog entry explains why that is and suggests a useful alternative.

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Acadience-PM Tools for Reading/Math (free)

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Acadience-PM Tools for Reading/Math (free)

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64. Instructionally-Relevant Diagnostic Assessment of Comprehension | 2022 Literacy Symposium

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differentiated, high-quality language and literacy instruction with varying levels of intensity;

a focus on social (BICS) and academic language development (CALP)

educator knowledge of the second-language acquisition process and the role of native and English language proficiency in reading achievement

data-informed, appropriate instructional adjustments

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Post-assessments

DP/AP exams

Unit/module/domain assessments

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UFLI Foundations: Progress Monitoring and Differentiation

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More Matt Burns: What Next--after assessment

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More Matt Burns: What Next--after assessment

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54. But I've Tried Everything | 2022 Literacy Symposium

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If you have staff members who can assess the student in their home language AND you don't have a formal assessment tool for word recognition, language, or reading comprehension in the home language:

look at student's ability to fluently decode texts in L1

assess listening comprehension of a text, their vocabulary use, and verbal reasoning in conversational turn-taking

If you don't have staff members who can assess the student in their home language:

ask the student's caregiver(s) about the above skills

possibly coach the caregiver to:

listen to the student read and ask them if reading is fluent (accurate, good rate, prosodic for that language)

read a passage aloud to the student in the home language and then have a conversation asking the student to summarize, discuss vocabulary, and predict or ask questions of the text to show verbal reasoning

Use this data to inform whether the student will need more support with TRANSFER from the home language or EXPLICIT NEW TEACHING in English/home language in the subskills of the reading rope depending on their current levels in their home language

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Download the latest edition of the CUBED For Free! The paper/pencil version of the CUBED has always been, and continues to be, FREE to download...

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See their needs. Close the gaps. Help them grow.

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Spanish options to assess math and reading in students' home language

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Director of Curriculum & Innovation, Littlestown Area School District, PA

Explore connected teaching and learning

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Maximize the tools you're already using. MAP Growth data connects with the most instructional partners of any assessment to ensure engaging, standards-aligned content that supports diverse student populations.

In a class of our own

Ready to close the gaps and make gains?

Helping educators see student needs and close learning gaps

Explore grades, subjects, languages and accommodations supported in MAP Growth.

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Precisely measure student growth and performance with MAP Growth

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MAP Growth is the most trusted and innovative assessment for measuring achievement and growth in K-12 math, reading, language usage, and science.

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Acadience (free to print), $ to store + analyze data

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Acadience (free to print), $ to store + analyze data

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Testing Manual/Test Directions (should read first!)
Printable Texting Booklets/Student Materials

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Probe Generator