Literacy Assessment Tool Box-Revisions

Running Head: LITERARY ASSESSMENT TOOLBOX 1

LITERACY ASSESSMENT TOOLBOX

Katie Boyd

Liberty University

LITERACY ASSESSMENT TOOLBOX 2

LITERACY ASSESSMENT TOOLBOX TEMPLATE

1. Candidate Name Katie Boyd

School District WSFCS

2. Grade level 3rd

Informal Reading Inventory Tool

1. Describe the IRI you have created.

Pupils need to be taught how to read fluently from a young age. As a result, reading and

comprehending other subjects will be relatively easy. The IRI I have created monitors the

reading levels of pupils in English. Moreover, English is the most important literacy subject

since other subjects are mostly written in English. Teachers have to access the reading levels

of pupils. After which they train them to improve on their weak points. This process is

repetitive until the pupils can meet the reading requirements.

2. Insert sample IRI you have created.

Teachers have to use several techniques to improve the reading levels of pupils. First, they

should teach the students to read orally. This can be done through holding storybook and poem

reading sessions in class. Shy pupils should improve when they read in groups. Group reading

will ensure several pupils read at the same time and improve on their reading levels. Individual

reading sessions in class enables teachers to assess each pupil.

3. List research-based article #1 title and author(s).

Çayir, A. Analyzing the Reading Skills and Visual Perception Levels of First Grade Students.

4. Summary of research-based article supporting this assessment tool. (150-200 words).

The research article has stated that pupils need to improve in several aspects of reading.

Reading is divided into visual, audio perception, memory, attention, and speech skills.

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However, visual perception has been targeted for improvement. Visual perception enables

students to identify letters and punctuation marks. The visual skills of first-grade students are

improved. As a result, they can develop their reading skills at an early age. The IRI was used

to analyze the reading and visual perception skills of students. Most of the students were in the

anxiety level, and the rest were in the instruction level. Students who were in the instruction-

level had better visual perception skills. These enabled them to have better reading

understanding and reading speed.

5. List research-based article #2 title and author(s).

Balci, E., & Çayir, A. Reading Performance Profile of Children with Dyslexia in Primary and

Secondary School Students.

6. Summary of research-based article supporting this assessment tool. (150-200 words).

Dyslexia is a condition in which people find difficulty reading. The research was conducted to

assess reading skills in students with dyslexia in both secondary and primary schools. One

hundred and seventy-five students had to be assessed in various areas. These were spelling and

reading activities. IRI was used to assess the reading level of students. Alphabet tests were

used to gauge their letter recognition levels. Syllable tests gauged their syllable reading

abilities. From the results, it was evident that students with dyslexia had spelling and reading

problems. The majority of them had reading problems compared to spelling problems. Those

who did not learn to read and how to pronounce letters were extremely few. Different schools

had different cases due to the languages used. For instance, Italian students with dyslexia had

trouble reading long words. Students with dyslexia have several issues with fluent reading but

can improve with further training.

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7. Additional comments, information:

It is noted that the more students are taught, the more they will improve. Teachers should

improve on their teaching methods and assess students in several areas.

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Candidate Name Katie Boyd

School District WSFCS

3. Grade level 3rd

Diagnostic Tool

(for specific reading skill)

1. Describe the Diagnostic tool (cannot be a statewide tool currently used like PALS or

DIBELS) you have created.

Teachers have limited ability to measure every aspect of their students in learning. A

diagnostic tool enables teachers to identify specific areas for improvement. The oral reading

skills of students can be gauged to determine specific areas of improvement. Teachers will

also be given suggestions on how to help students improve their reading skills.

2. Insert sample Diagnostic tool you have created.

The diagnostic tool is an online application that assesses the voices of students as they are

reading. Various elements of the voice are assessed. These include fluency in reading and

pronunciation. The areas where the students have trouble are highlighted. Suggestions are

availed to teachers to enable their students' reading and articulation skills to improve.

3. List research-based article #1 title and author(s).

Virinkoski, R., Lerkkanen, M. K., Holopainen, L., Eklund, K., & Aro. Teachers’ ability to

identify children at early risk for reading difficulties in grade 1.

4. Summary of research-based article supporting this assessment tool. (150-200 words).

The article assessed several methods in which teachers of normal students and those with

special needs used in assessing their students. The study was also conducted to identify the

extent to which teachers were able to assess students who had difficulty reading. The precision

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of the teachers was identified by comparing their ratings with the actual scores. About 160

teachers and 600 students were used in the study. It was proved that most teachers used

qualitative methods of assessment. The test showed that teachers were close to reaching the

desired levels of assessment. However, they had trouble with identifying students who had

special needs that were different from the rest. In addition, teachers identified students who

had some difficulties, yet the system did not. The system needs to be improved to become

more accurate. This will enable teachers to know which reading areas to help students improve

on. Teaching will also become easier.

5. List research-based article #2 title and author(s).

Csapó, B., & Molnár. Online diagnostic assessment in support of personalized teaching and

learning:

6. Summary of research-based article supporting this assessment tool. (150-200 words).

The article introduces media which is an online diagnostic tool. The use of media will enable

teachers to have an easier time teaching. Specific problems in learning will be identified in

students. Reading, science, and mathematics are the three areas that the system focuses on.

This will be used from the time the children are beginning elementary school to the time they

finish. Assessment is based on reasoning, application of the learned content, and the content of

the curriculum. The system has been used for over a thousand schools for a good number of

years. The media system’s mode of operation has been described. It enables tests to be created,

given to students, and graded depending on the solutions. Both students and teachers are

shown ways in which they can improve on the weak areas. The diagnostic tool has been used

in elementary schools up to higher learning institutions. A large number of students in various

schools can be assessed.

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7. Additional comments, information:

Diagnostic tools facilitate the assessment of students in various areas. The possibility of using

diagnostic tools is unlimited. Since technology is continuously developing, we expect to see

more diagnostic tools added to the learning sector.

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4. Candidate Name Katie Boyd

School District WSFCS

5. Grade level 3rd

Progress Monitoring Tool

1. Describe the progress monitoring tool you have created.

Progress monitoring involves monitoring the education level of students in various areas. My

proposed progress monitoring tool enables teachers to monitor the level of improvement of

students in English. Students are monitored in several areas such as spelling, pronunciation,

reading, and comprehensive skills.

2. Insert the progress monitoring tool you have created.

Students are given spelling tests periodically. The complexity of the test increases depending

on the improved speed of the students. Additionally, students are given questions to answer

after reading short passages. These measures and monitors their reading and comprehension

skills.

3. List research-based article #1 title and author(s).

Clemens, Hsiao, Simmons, Kwok, Greene, Soohoo, & Otaiba. Predictive validity of

kindergarten progress monitoring measures across the school year:

4. Summary of research-based article supporting this assessment tool. (150-200 words).

Different methods exist which enable teachers to monitor the reading levels of students.

However, the more effective methods in forecasting the improvement levels of students have

not been identified. The progress across the whole school or grade has also not been identified.

Four hundred and twenty-six students were identified as having difficulty reading at the start

of a given school year. Computer adaptive tests and paper tests were used to monitor the

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students' progress for the whole year. Dominance analyses were used to measure the accuracy

and uniqueness of the systems' predictions. At the beginning of the year, computer-adaptive

was the most accurate predictor.

5. List research-based article #2 title and author(s).

Van Norman, Maki, Burns, McComas, & Helman. Comparison of progress monitoring data

from general outcome measures and specific subskill mastery measures for reading.

6. Summary of research-based article supporting this assessment tool. (150-200 words).

The progress of students is measured using general outcome measures (GOM). An example of

GOM is a curriculum-based measurement of reading (CBM-R). GOM has been identified as

not been accurate enough to measure the process of intervention. Hence, data that deals with

instructional targets and specific subskill mastery measures (SSMs) should be collected.

Additionally, assessors may stop using a suitable method of intervention. On the other hand,

they may also continue to use an intervention skill that is not effective. A multivariate

modeling technique was used to compare the intervention concepts between GOM and

SSMM. About one hundred and ninety-three students were used in the test. These students

were from first to third grade. Consonant vowels and words had differences in both CBM-R

and SSMM. The consonant blend vowels and words were statistically similar in both CBM-R

and SSMM. Furthermore, utilizing word lists in student monitoring was found to be effective.

The more complicated the phonetic patterns became, the more difficult it was to implement.

7. Additional comments, information:

Student monitoring should be done on all subjects in the curriculum.

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References

Çayir, A. (2017). Analyzing the Reading Skills and Visual Perception Levels of First Grade

Students. Universal Journal of Educational Research, 5(7), 1113-1116.

Balci, E., & Çayir, A. (2018). Reading Performance Profile of Children with Dyslexia in Primary

and Secondary School Students. Journal of Education and Learning, 7(1), 80-87.

Virinkoski, R., Lerkkanen, M. K., Holopainen, L., Eklund, K., & Aro, M. (2018). Teachers’

ability to identify children at early risk for reading difficulties in grade 1. Early

Childhood Education Journal, 46(5), 497-509.

Csapó, B., & Molnár, G. (2019). Online diagnostic assessment in support of personalized

teaching and learning: The media system. Frontiers in psychology, 10, 1522.

Clemens, N. H., Hsiao, Y. Y., Simmons, L. E., Kwok, O. M., Greene, E. A., Soohoo, M. M., ...

& Otaiba, S. A. (2019). Predictive validity of kindergarten progress monitoring measures

across the school year: Application of dominance analysis. Assessment for Effective

Intervention, 44(4), 241-255.

Van Norman, E. R., Maki, K. E., Burns, M. K., McComas, J. J., & Helman, L. (2018).

Comparison of progress monitoring data from general outcome measures and specific

subskill mastery measures for reading. Journal of school psychology, 67, 179-189.