Literacy Assignment 1
Literacy Tool Assignment
Catherine V. Long
School Of Education. Liberty University
EDLC 554- Reading and Language Acquisition
Dr. Small
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Literacy Assignment 2
LITERACY ASSESSMENT TOOLBOX TEMPLATE
1. Candidate Name Catherine Long
School District Roanoke city
2. Grade level 2nd
Informal Reading Inventory Tool
1. Describe the IRI you have created.
Teachers use IRIs to evaluate students reading performance Teachers can use IRIs to identify
struggling student’s instructional needs particularly in word identification, oral reading fluency and
comprehension. The IRI that I have created will allow students to use repeated reading by reading a
small fiction story out loud two times. I will have them answer question to assess their comprehension
and word identification list curated from the story. We will Study review the word list to assess
vocabulary.
2. Insert sample IRI you have created.
Book: Diary of A Worm by Doreen Cronin
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Literacy Assignment 3
Word List
Diary
Grubby
Talented
Earth worm
Tunnel
Soaked
Dangerous
Garbage
Snuck
Part 2 : Comprehension
1.What did worm try to teach Spider to do
a. Eat
b. Dig.
c. Crawl
d. Fish
2.What did worm do when he forgot his lunch
a. Eat his homework.
b. Call his mom to bring something.
c. Go to the cafeteria.
d. Shared a friend’s lunch.
3. What did the children do when they saw worm at park
a. Pick him up
b .Laugh
c. Screamed
d. Said he was cute
4.Worm made Spider laugh so hard that Spider did what?
a.Ran Away
b.Fell out of his tree
c. Had to get a drink
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Literacy Assignment 4
3. List research-based article #1 title and author(s).
Developing Reading, Reading Comprehension and Motivation: An Action Research Study
Akyol, H., & Çoban Sural, Ü
4. Summary of research-based article supporting this assessment tool. (150-200 words).
The aim of this study was to develop the reading, reading comprehension and reading motivation levels
of a second-grade elementary school student diagnosed with a specific learning disability and
experiencing reading difficulty. For development of reading skills such as comprehension and fluency ,
repetitive reading, echo reading and syllable-word exercises were utilized; to develop reading
comprehension skills, pre-reading, while-reading and post-reading strategies were employed and for
improvement of reading motivation, interesting texts, rewarding and praising were used. For
determination of reading and reading comprehension levels, the Informal Reading Inventory was used,
while for determining reading motivation level, the Motivation to Read Profile scale was used. As a
result of the implementations, the student's reading and reading comprehension levels increased from
frustration level to instructional level, and a significant improvement in the reading motivation level
also occurred.(Akyol et al. 2021)
5. List research-based article #2 title and author(s).
The Use of Repeated Reading with Systematic Error Correction for Elementary Students with Mild
Intellectual Disability and Other Comorbid Disorders: A Systematic Replication Study
Whitney D. Strickland, Richard T. Boon & Lee L. Mason
6. Summary of research-based article supporting this assessment tool. (150-200 words).
The purpose of this study was to examine the effects of repeated reading with the systematic error
correction procedures to increase the reading fluency and comprehension skills of three elementary
students with mild intellectual disability. During repeated reading correction will be given to
improve fluency. During the baseline phase, the students read a passage aloud and orally answered
comprehension questions to assess comprehension . In the intervention phase, the students first read a
passage aloud and received systematic error correction (SEC), then completed two timed oral readings
of the same passage, and answered comprehension questions. Results indicated that the use of the
repeated reading with SEC intervention was effective to increase students’ reading fluency skills;
however, no consistent gains were shown that suggested the strategy fostered the students’
comprehension skills. (Strickland et al. 2020)
7. Additional comments, information:
Students unable to read the passage independent will receive read aloud from me.
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Literacy Assignment 5
Candidate Name Catherine Long
School District Roanoke City
3. Grade level 2nd
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 use diagnostic assessments determine students strength and needs ,and areas they struggle
with. Diagnostics test areas of focus can include phonemic awareness , phonics, fluency,
vocabulary ,comprehension and various other components of reading and writing. My Diagnostic
tool is focused on phonemic awareness, specifically S blends. I will provide pictures in which the
student will identify and select the answer based on correct s blend.
2. Insert sample Diagnostic tool you have created.
a. Sl
b. Sp
c. Sn
a. Sp
b.Sk
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Literacy Assignment 6
c. Sw
a.Sm
b.Sp
c.Sl
a. Sp
b .Sl
c. Sk
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Literacy Assignment 7
a.sl
b.st
c.sm
a.Sm
b.St
c.Sl
a.Sk
b.St
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Literacy Assignment 8
c.Sp
3. List research-based article #1 title and author(s).
Developing a reading comprehension test for cognitive diagnostic assessment: A RUM analysis
Fatemeh Ranjbaran Seyyed Mohammed Alavi
4. Summary of research-based article supporting this assessment tool. (150-200 words).
This study explored how developing a reading comprehension test based on a cognitive framework
could be used for different diagnostic purposes. To achieve this, initially, a list of 9 reading attributes
was prepared by experts based on the literature, and then the targeted attributes were used to construct
a 20-item reading comprehension test.This article discuss how teachers are expected to be competent in
test construction and learning diagnostics in class. The article states diagnostic tests are expected to
detect student errors, incomplete understandings, and misconceptions during the learning process. This
article discussed how diagnostic tests are used to improve student’s conceptual understanding. The
highlights of this test were Developing a reading comprehension test based on a cognitive diagnostic
framework, Constructing and developing a Q-matrix for cognitive diagnostic assessment of reading
attributes, Using content expert judgment and think-aloud verbal protocols to refine the Q-matrix., and
diagnosing examinees strengths and weaknesses in reading through use of diagnostic assement .
( Ranjbaran et al. 2019)
5. List research-based article #2 title and author(s).
Question: Instructional Diagnostic Tool
Amelia Melnik
6. Summary of research-based article supporting this assessment tool. (150-200 words).
A basic concept of reading, which should underlie instruction at
all levels, is that reading is a thought-getting process and as a thought-getting process, reading
involves comprehension.. ion. To com-prehend, the reader must carefully select, organize, and relate
to the author's pattern of thought. To be selective, the reader must raise significant and appropriate
questions relevant to the material as a basis for establishing a purpose for reading. The authors states
that when the student ask question we can see what the student gets out of the reading. Overall the
author believes that questions created by student or teacher guide the readers quest for understanding as
they engage in the story. The author states that teacher induced question serve as a basis for identifying
the readers comprehension. Students reading concepts can be largely influenced by the questions the
teacher ask. When questions are asked prior to reading ,throughout the story and at the end readers are
given a purpose of reading and able to focus on details rather than reading just to get through the
passage.
7. Additional comments, information:
Students will go over alphabet to familiarize self and also reminded of diagraphs definition.
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Literacy Assignment 9
4. Candidate Name Catherine Long
School District Roanoke City
5. Grade level 2nd
Progress Monitoring Tool
1. Describe the progress monitoring tool you have created.
A majority of the 2nd graders I work with are receiving special education and are still needing to make
progress with phonemic awareness such , such as separating spoken words, letter sounds and word
manipulation. The progress monitoring tool I have created is Non-Sense words. These will not be
words that the student is able to recognize on sight. The words will test the students progress in
phonemic awareness as they will have to manipulative letter sound, letter blends and recognize
individual letter sounds.
2. Insert progress monitoring tool you have created.
1.Tee
2Spaff
3Thim
4.Chig
5.Cheg
6. Zed
7.Nim
8.Shud
9.Lat
10. Biz
3. List research-based article #1 title and author(s).
Nonsense words in Early Elementary
4. Summary of research-based article supporting this assessment tool. (150-200 words).
The purpose of this action research project was to determine if East Union should use nonsense.
words or decodable words when testing students’ fluency and decoding skills. Students were tested one
week using nonsense words and the next week using decodable words. The researcher continued
rotating between the two assessments for 10 weeks. The study was in favor of non-sense words being
used to detect a student’s ability to decode words. Students need to use phonemic awareness and
decoding strategies on nonsense words. Because these words are not familiar, and students will not
able to use memory. The researcher concluded that that both non -sense words and CVC words could
be used to test in early education because a lot of the CVC words do have meaning to students in early
education such as tax, gut, fad lop etc. The researcher concluded that CVC and Nonsense words can
help develop decoding skills and phonemic awareness. (Stover, 2019)
5. List research-based article #2 title and author(s).
Lexical Coverages, Inferencing Unknown Words and Reading Comprehension: How Are They
Related?
6. Summary of research-based article supporting this assessment tool. (150-200 words).
This article discussed how readers may not need to understand every single word in a text to
understand it because some unknown words can be skipped, the meaning of
some words can be inferred from context helping the reader understand the passage. The author suggest
that readers should acquire a sight vocabulary of at least 5,000, preferably 8,000 word families, if they
intend to read authentic text such as newspapers etc. However, these vocabulary strategies, together
with general reading strategies, cannot compensate for insufficient knowledge of the vocabulary. The
author discusses the importance of decoding Sight vocabulary means that words are known well
enough to be understood out of context, and when encountered in a text, they are recognized and
decoded quickly and without any cognitive effort. A large sight vocabulary is, therefore, believed to
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Literacy Assignment 10
contribute to reading fluency by freeing cognitive resources for higher level reading processes like
engaging with comprehending the text content and its implications ( (Laufer, 2020)
7. Additional comments, information:
Students will go over alphabet to familiarize self and also reminded of diagraphs definition.
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Literacy Assignment 11
References
Akyol, H., & Çoban Sural, Ü. (2021). Developing reading, reading comprehension and motivation: An
action research study. Egitimve Bilim-Education And Science 46(205), 69–92.
https://doi.org/10.15390/eb.2020.8977
Cronin, D., & Bliss, H. (2018). Diary of A Worm. National Braille Press.
Laufer, B. (2020). Lexical coverages, inferencing unknown words and reading comprehension: How are
they related? TESOL Quarterly, 54(4), 1076–1085. https://doi.org/10.1002/tesq.3004
Melnik, A. (2020). Questions: An Instructional-Diagnostic Tool. Journal of Reading, 11(7), 509–581.
Strickland, W.D., Boon, R.T. & Mason, L.L.(2020). The Use of Repeated Reading with Systematic
Error Correction for Elementary Students with Mild Intellectual Disability and Other Comorbid
Disorders: A Systematic Replication Study. J Dev Phys Disability 32(1), 755–774.
https://doi.org/10.1007/s10882-019-09718-9
Stover, S. M. (2019). The Use of Nonsense Words in the Early Elementary. Masters Theses Capstone
Projects , 1–57.
Tompkins, G. E., Rodgers, E., Rodgers, A., ( 2022).M+Literacy for the 21stMCentury: Balancing
Reading and Writing Instruction.+Pearson.
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