ERSI Rationale
Context:
I administered the Early Reading Screening Inventory to a kindergarten student at Forest Hill Elementary School. This individual assessment is appropriate for students who cannot read yet and provides teachers with information about what the students know about the alphabet, concept of word, phonemic awareness, sight word recognition, and decoding strategies. With my partner, Meredith Kemper, I gave the assessment, scored it, interpreted results, and projected instructional implications based on the data.
Impact:
The Early Reading Screening Inventory provides teachers with information about students' reading readiness-knowledge necessary to learn to read. Specifically, it documents what letters children can recognize and write, what sight words children can read, whether children have the concept of what a word is (revealed in the finger pointing task), what developmental stages children are in with respect to an understanding of word knowledge and whether children have phonemic awareness (revealed in the spelling task), and whether children have the ability to decode regular patterned words. These data can be used to target specific instruction that children need.
I hope to use this assessment in my student teaching and future classroom in order to determine students' knowledge of the reading process to better match materials and instruction to individual student needs.
Alignment:
NCDPI Standard 1, Indicator 1: This indicator is met because the Early Reading Screening Inventory yields data about early developmental stages.
NCDPI Standard 1, Indicator 4: This indicator is met because the assessment also provides data about elementary school children's linguistic and cognitive knowledge that will influence their ability to learn new information.
NCDPI Standard 1, Indicator 8: This indicator is addressed by teachers using their knowledge of the symbolic system of children's invented spelling to interpret assessment data. It interprets how the data from the assessment reveals students' awareness of the phonemic, morphemic, and morphophonemic systems of language and how these impact reading and writing.
NCDPI Standard 7, Indicator 3: Assessment data is used to target and promote student learning.
NCDPI Standard 7, Indicator 6:This indicator is met by using the Early reading Screening Inventory to modify instruction to better meet the needs of individual students. This is done by the teacher selecting appropriate materials and instruction to match students' developmental levels in reading ability.
NCDPI Standard 7, Indicator 7: This indicator is met by teachers using the Early Reading Screening Inventory, an assessment tool, as an integral part of teaching, to gather information about what students know before designing and delivering instruction with an eye toward providing instruction that matches a student's zone of proximal development.
NCDPI Standard 8, Indicator 1: This indicator is met because the assessment instrument measured aspects of the reading process (letter/sound relationships as well as meaning related elements, such as vocabulary) that represent a balanced perspective on reading assessment and reading instruction. The assessment is a tool used in a balanced program.
NCDPI Standard 8, Indicator 6: This indicator is met by the teacher modeling standard English through the written summary of the reading assessment.
Author:
Sarah Gyori
Last modified:
4/12/2008 6:11 AM (EST)
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