Reading Assessment Rationale
Context
This reading assessment was created in the Spring semester of 2008 for the class RE3030: Foundations of Literacy. This reading assessment was the Qualitative Inventory of Word Knowledge (Schlagal, 2003). The assessment was done under the advisement of Kathy Oliver as a Block I requirement. It included an analysis of the student’s orthographic word knowledge. The assessment was administered to nine 2nd grade students. I scored the assessments, determined the instructional spelling levels for each student based on their score, and listed what type of help each student needs in the future.
Impact
This assessment is a very helpful clinical tool that I will be able to use for information about students’ reading abilities. The Qualitative Inventory of Word Knowledge provides teachers with a window into students’ conceptual understandings of English orthography. The assessment provides data about target instruction in word study (spelling), as well as their reading ability. Studies have shown a high correlation between students’ knowledge of English orthography and their ability to read texts in English. Essentially, the Qualitative Inventory of Word Knowledge data indicate instructional levels for both word study and reading. Teachers can use the data to help them select appropriate texts for their students to read. I hope to use this assessment in my student teaching and future classroom in order to decide where to place students’ to better match materials and instruction to individual student needs.
Alignment
The Reading Assessment Assignment meets the following NC DPI standards.
Standard 1, Indicator 1
I met this standard because data from the Qualitative Inventory of Word Knowledge indicates developmental stages of language acquisition.
Standard 1, Indicator 4
I met this standard by providing data about elementary school children’s linguistic and cognitive knowledge that will influence their ability to learn new information.
Standard 1, Indicator 8
I met this standard by using my knowledge of the symbolic system of children’s invented spelling (Qualitative Inventory of Word Knowledge) to interpret assessment data. I interpreted how the data from the assessment reveal students’ awareness of the phonemic, morphemic, and morphophonemic systems of language and how these impact reading and writing.
Standard 7, Indicator 3 and Indicator 6
I met this standard because assessment data is used to target and promote student learning. The data from the Qualitative Inventory of Word Knowledge is used to modify instruction to better meet the needs of individual students. This also meets Standard 7, Indicator 6. This is done when teachers select appropriate materials and instruction to match students’ developmental levels in reading ability.
Standard 7, Indicator 7
I met this standard by using this assessment 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.
Standard 8, Indicator 1
I met this standard because the assessment instrument measures 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 valuable tool used in a balanced program.
Standard 8, Indicator 6
I met this standard because in the written summary of the reading assessments, I modeled standard English.
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