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Assessing Student Literacy
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50 Active Learning Strategies for Improving Reading Comprehension
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An
Observation Survey: Of Early Literacy
Marie
M. Clay
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Diagnosing
your student's need will help you plan instruction that will meet those needs.
This is not grading but rather the gathering of information as input to what
type of lessons need to be develop in order to teach students the skills they
lack. Diagnostic tools range from informal observation and hand made, hand
scored materials to sophisticated tests which require pecialized training.
There are also many computer programs available that track progress. This page
will explain some basic assessment tools and mechanics of each
Reading
Alphabet &
sound recognition (K-1)
Students
are to name the letters of the alphabet in the order displayed and at another
time give a word that begins or ends with that letter. It is very important
that students recognize the letters of the alphabet. Until they do this
quickly and easily reading is outside their grasp.
Book &
Print Awareness(K-1) Hand the student a book and note the answers to the
following questions:
 Does
the student hold the book right side up?
Does
the child know the parts of a book and the functions( cover, title page,
illustrations)?
Does the student know that the author wrote the book and that the illustrator
drew the pictures?
When
asked to "pretend read" does the student point to the first word of the text,
demonstrating left to right progression, and move toward the bottom of the
page?
Does
the student know to turn the page to read more of the story?
Can
the student tell when one word ends and another begins and can they
differentiate between a letter and a word?
Phoneme Awareness (K-3) This is the awareness of individual sounds that
make up words. Student phonemic awareness is the most important factor that
separates normal and disabled readers. The following are the basic skills
teachers should look for.
 Hearing
Words in speech
Hearing
syllables in speech
Beginning
Sounds-Phoneme Isolation
Beginning
Sounds-Phoneme Matching
Final
Sounds-Phoneme Isolation
Final
Sounds-Phoneme Matching
Recognizing
Rhymes
Blending
 Alphabet
names
consonant
sounds
consonant
Digraphs
Consonant
Blends
Name
Vowels
Vowel
Sounds
Double
Vowels (do they know the rule-when two vowels go walking the first one does
the talking...
Final
"e" rule
Diphthongs
(special sounds that combination of vowels make such as maul or foil)
Short
Vowels
Reversals
Prefixes
Suffixes
Compound
Words
Silent
Letters
Vowel
+ R
Syllabication
(written) have students break words into syllables.
This test is
designed to determine the strengths and weaknesses of student decoding skills.
You could use the names of students in the class, a list of animals,
countries, foods or whatever just so long as the words aren't ones students
use everyday.
High
Frequency Word List(2-6)
High
frequency words are words that appear more often the others in the written or
spoken language.
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Words 1-25
the
of
and
a
to
in
is
you
that
it
he
was
far
on
are
as
with
his
they
I
at
be
this
have
from
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Words 26-50
or
one
had
by
word
but
not
what
all
were
we
when
your
can
said
there
use
an
each
which
she
do
how
their
if
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Word 51-75
will
up
other
about
many
then
them
these
so
some
her
would
make
like
him
into
time
has
look
two
more
write
go
see
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Words 76-100
number
no
way
could
people
my
than
first
water
been
call
who
oil
now
find
long
down
day
did
get
come
made
may
part
over
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Retelling:
After listen or reading(K-3)"Retelling is a measure of comprehension.
It provides insight into the reader's ability to interact with, interpret and
draw conclusions from the text." The Literacy Dictionary, p.220
After a
student has listened to or read silently a selection, have the student tell
about what he/she has read. (audio taping the response will make is easier to
score) Teachers should consider the following areas of retelling in terms of
none, low degree, moderate degree, and high degree.
 Includes
information directly stated in text.
Includes
information inferred directly or indirectly in the text.
Includes
what is important to remember from the text
Provides
relevant content and concepts
Indicates
reader's attempt to connect background knowledge to text information.
Indicates
reader's attempt to make summary statements or generalizations based on text
that can be applied to the real world.
Indicates
highly individualistic and creative impressions of or reactions to the text.
Indicates
the reader's affective involvement with the text.
Demonstrates
appropriate use of language (vocabulary, sentence structure, language
conventions).
Indicates
readers ability to organize or compose the retelling.
Demonstrates
the reader's sense of audience or purpose
Indicates
the reader's control of the mechanics of speaking or writing.
Running
Records (1-3) A running record is a method of recording student reading
behavior. The notation system is universal and can be understood and read by
others who are trained in taking running records.
Coding a
Running Record
Behavior
Code Description
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Accurate Reading
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Record a check for each word read accurately
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Substitution
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attempt
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attempt
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What
the reader says over actual text.. When a child make many attempts,
each is separated by a vertical line.
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text
|
text
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Told
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-------
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 |
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When
the reader makes no attempt, is asked to try, and still doesn't try,
the word s told and a T is written below the line.
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text
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T
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Appeal an told
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-----
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A
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The
reader's appeal, either verbal or nonverbal, is recorded with an A
above the line. If the child makes an attempt it is recorded above the
line. If he doesn't or it is incorrect a "told" is recorded.
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text
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-----
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Omission
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-------
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A
dash is placed on a line above the word in the text.
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text
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Insertion
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word
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The
word inserted by the reader is placed above the line and a dash is
placed below.
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-------
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Repetition
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 R
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Place
an R after a single word repeated; for a phrase or more of text
repeated draw a line to the point to which the child returned. The
number indicates number of repetitions
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Self
Correction
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R
R
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The
symbol SC following the child's corrected attempt indicates SC at
point of error. A small arrow indicates that the SC was made on the
repetition.
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attempt
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SC
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|
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text
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