https://padlet.com/jorgensonej/6slhtqe3cb97 Professional response for RE 5730 on narrative comprehension assessment en-us 2018-02-06 03:03:17 UTC 2018-04-03 07:42:52 UTC hello@padlet.com jorgensonej https://padlet.com/jorgensonej/6slhtqe3cb97/wish/228425866 Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36-76.

Serafini, F. (2010). Assessments to use before and during reading. In Classroom reading assessments: More efficient ways to view and evaluate your readers (pp. 47-53). Portsmouth, NH: Heinemann.]]> 2018-02-06 03:17:56 UTC https://padlet.com/jorgensonej/6slhtqe3cb97/wish/228425866 jorgensonej https://padlet.com/jorgensonej/6slhtqe3cb97/wish/228857169 Greater focus on beginning reading skills than on comprehension (past 10 years) - need more research to assess early reading difficulties beyond decoding (p. 36)]]> 2018-02-06 20:44:53 UTC https://padlet.com/jorgensonej/6slhtqe3cb97/wish/228857169 jorgensonej https://padlet.com/jorgensonej/6slhtqe3cb97/wish/228858411 materials and procedures that can be used with young children (whether or not they can decode print). CAN complement existing assessments, provide diagnostic assessments of comp problems, & link comp assessment with classroom instruction

KEY: doesn't require decoding and can be adapted to many narrative texts]]> 2018-02-06 20:48:26 UTC https://padlet.com/jorgensonej/6slhtqe3cb97/wish/228858411 jorgensonej https://padlet.com/jorgensonej/6slhtqe3cb97/wish/228892094 Where does this fit into the comprehension assessment process? How much does it differ from listening comprehension? Would be curious to see a comparative study with listening/storytelling comp and this assessment? 

Allison: how much are we assessing children's ability to think aloud vs comprehension

Could you use graphic novels for older students? 

Any data on the efficacy of particular wordless picture books? ]]> 2018-02-06 22:50:09 UTC https://padlet.com/jorgensonej/6slhtqe3cb97/wish/228892094 jorgensonej https://padlet.com/jorgensonej/6slhtqe3cb97/wish/228892324 Bilingual/ELL students
positive interaction with text/books outside of decoding
preschool screening
doesn't work with students with language expression difficulties (Allison)
opportunity to assess/teach comprehension before 3rd grade/able to decode
more authentic assessment (conversational)
get insight into the way the child thinks (Allison)
leaves story open for kids because wordless picture books are open to interpretation
(counterpoint: maybe causes more anxiety)
more complex, higher level comprehension because there is less support without words and it is more open to interpretation ]]> 2018-02-06 22:51:22 UTC https://padlet.com/jorgensonej/6slhtqe3cb97/wish/228892324 jorgensonej https://padlet.com/jorgensonej/6slhtqe3cb97/wish/228894770 "1. Choose a book with a clear goal-directed plot and pictures that convey the key ideas.
2. Decide what information to collect from children.
3. Allow children to read the book multiple times as behaviors are observed or recorded.
4. Use the observations to identify specific problems exhibited by children, such as poor book-handling skills, lack of inferences that connect meaning across pictures, or incomplete retellings.
5. Use the same or different books to reassess children during the year to determine if children demonstrate appropriate growth.
6. Share the information about children’s emerging comprehension skills with children, parents, and teachers so that instruction can be connected to the observed strengths and weaknesses." (p. 68) 
*bolding is mine 

Thoughts:
--> Can be adapted for different uses and whatever is most relevant to your classroom
--> a more accurate/informative assessment than DIBELS by far (another assessment given multiple times a year) 
--> Are there leveling systems for wordless picture books? ]]> 2018-02-06 23:04:30 UTC https://padlet.com/jorgensonej/6slhtqe3cb97/wish/228894770