# data[].attributes.body
Early Reading Attitude
Survey
This survey is given to young readers to ascertain their attitudes about reading. It uses the character Garfield and four response choices with Garfield in varying degrees of happiness to frustration/anger. The teacher reads the questions. The student chooses the response that best reflects his/her feeling about a particular aspect of reading.

# data[].attributes.body
“an active process that

requires an intentional

and thoughtful interaction

between the reader and

the "text”.

(Report of the National

Reading Panel, 2000,

pp.4–5).

# data[].attributes.body
Motivation to Read Profile
Survey given to older students to ascertain their attitudes about reading. Like the ERAS, it has four response choices. However, there are not pictures and students read the questions and answer them  independently.

# data[].attributes.body
Specific strategies used to develop and improve  reading skills.
Examples of some strategies for comprehension are Stretch to Sketch, Concept Sorts, Think Alouds, Venn Diagrams, Student and Dialogue journals, Induced Imagery, Discussion webs, Literature circles, Prediction modeling , QAR, and  Story impressions.

# data[].attributes.headline
Interviews With Students, Teachers, and Parents

# data[].attributes.subject
Interviews With Students, Teachers, and Parents

# data[].attributes.body
-Develop a rapport with students
-Learn about interests and feelings about reading
-Gain insight into students' reading strengths and weaknesses through teacher and parent responses
- Become familiar with students' reading habits in school and at home

# data[].attributes.body
Text based Answer can be found in the text. Readers recall information from the text.
Inference Reader uses clues or hints in words or illustrations to draw a conclusion/answer a question.
Critical Response Reader gives opinion about text.
The opinion must be valid and logical and supported using information from the text.

# data[].attributes.body
National Assessment

of Educational Progress
International Assessment

Assesses four ways of responding to text
-Forming an initial understanding
-Developing an interpretation
-Generating personal reflection and response
- Taking the critical stance
(Thoughtful Literacy p. 2)

# data[].attributes.body
Comprehension is top down
Phonics and word recognition are bottom up
A balanced literacy approach focuses on both the top down and bottom up by focusing on both comprehension skills as well as decoding skills

# data[].attributes.body
The Reading Accuracy Index analysis includes all miscues such as omissions, substitutions, reversals, insertions, and teacher provided. The Meaning Maintenance index analyzes if a miscue maintains or violates meaning in the passage.

# data[].attributes.body
Assessment of critical reading skills for students who are struggling readers
to inform and assess readers' instructional needs and  reading levels
(independent, Instructional, and Frustration)
Can the reader respond "thoughtfully" to a text?
The assessment includes:
Word Lists- to determine at which level to begin
Oral Reading-  to record accuracy of words read in a passage using the Reading Accuracy Index and Meaning Maintenance Index for miscue analysis
Fluency- the rate, accuracy, and expression of reader
(Used to discuss fluency in relation to comprehension)
Silent reading- to have student read to self without support
Retellings -to determine, without questions, the details student feels are important to include and how he/she organize retelling
Comprehension Questions- to determine student's comprehension of the text using text based, inferential, and critical response questions.