Literacy Assessment EDLC 554
Lesson Plan: Literacy Assessment Toolbox
Elizabeth Nix
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
. Email:
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Literacy Assessment EDLC 554
LITERACY ASSESSMENT TOOLBOX TEMPLATE
1. Candidate Name Elizabeth Nix
School District Glory Christian School
2. Grade level First Grade
Informal Reading Inventory Tool
1. Describe the IRI you have created.
First Grade comprehension with text versus oral text. Reading growth.
2. Insert sample IRI you have created.
Kim and Petscher share this observation. “Do the effects of text genre and question type on
listening comprehension vary for poor reading comprehenders versus typical reading
comprehenders? (p 222, para 1)” From this question, I form my assessment.
Part 1: Read Aloud Comprehension
Little Red Riding Hood
1. Where was the little red riding hood going?
a. Grandma’s House
b. The city
c. The forest
d. I don’t know.
2. Who stopped Riding Hood in the forest?
a. Grandma
b. The hunter
c. The wolf
d. No one.
3. When Riding Hood got to Grandma’s house, who was in her bed?
a. Riding Hood’s mom
b. The wolf
c. Grandma
d. A dog
4. Who saved Riding Hood and Grandma from the belly of the wolf?
a. Riding Hood’s dad
b. Jesus
c. A Ghost
d. The hunter
5. What is the moral of the story?
a. Strangers are friends.
b. Strangers are not friends.
c. It is best to do what is asked.
d. Wolves make nice pets.
Part 2: Reading The Little Red Riding Hood, Independent/Silent Read.
6. Where was the little red riding hood going?
e. Grandma’s House
f. The city
g. The forest
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h. I don’t know.
7. Who stopped Riding Hood in the forest?
e. Grandma
f. The hunter
g. The wolf
h. No one.
8. When Riding Hood got to Grandma’s house, who was in her bed?
e. Riding Hood’s mom
f. The wolf
g. Grandma
h. A dog
9. Who saved Riding Hood and Grandma from the belly of the wolf?
e. Riding Hood’s dad
f. Jesus
g. A Ghost
h. The hunter
10. What is the moral of the story?
e. Strangers are friends.
f. Strangers are not friends.
g. It is best to do what is asked.
h. Wolves make nice pets.
Part 3: Assessment (which was better?)
11. Which was easier to comprehend?
a. The Read Aloud
b. The independent read
3. List research-based article #1 title and author(s).
Influences of individual, text, and assessment factors on text/discourse comprehension in oral
language(listening comprehension). Young-Suk Grace Kim and Yaacov Petscher
4. Summary of research-based article supporting this assessment tool. (150-200 words).
This article is a study based on the question of reading comprehension. The researchers want to know
what students understand better, text or oral text. They investigated the individual characteristics of
learning factors (struggling reader, working memory, grammar knowledge, theory of mind, vocabulary,
etc) (para 1). The study is helpful in that it informs the reader which form of text has the best outcome
for comprehension and growth. They found that there is more to the struggling reader than
misunderstanding text. Decoding skills and word skills are both lacking in the struggling student.
Further study is needed to determine what can be done about this aspect of the struggling reader.
Further study is also needed to determine where the disconnect lies within the bounds of listening
comprehension skills. The conclusions they found were inconclusive. They want to continue to study
what is causing the decline in reading comprehension among students.
5. List research-based article #2 title and author(s).
Early Screening for Decoding- and Language-Related Reading Difficulties in First and Third Grades.
Authors: Rebecca D. Silverman, EdD, Daniel McNeish, PhD, Kristin D. Ritchey, PhD
6. Summary of research-based article supporting this assessment tool. (150-200 words).
This article is studying the reading comprehension struggles of first and third grade. They suggest that
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the struggle could be with decoding and language skills. They suggest that early screening can detect
the students that may struggle. They state that students who are at high risk; students that do not
respond to instruction that is evidence-based, are provided with intervention (para 2).” They suggest
that the student should have known or recognized letter sounds by the end of kindergarten. Language
related skills also play in important role with reading comprehension. This article suggests that the
student read or listen to some sort of text-based material could positively impact the struggling reader.
They want to continue to study whether language-related predictors or text related predictors helped the
struggling reader succeed.
7. Additional comments, information:
I understand each of the articles to be working towards the same goal. All researchers want to help the
student be as successful as possible. They both want to understand what is causing the student to
struggle comprehending what they are reading. What works best, text or oral text? This is a question
they both want answered.
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Literacy Assessment EDLC 554
Candidate Name Elizabeth Nix
School District
Glory Christian School
3. Grade level First Grade
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.
This diagnostic tool will be to assess the blends and segments we have learned.
2. Insert sample Diagnostic tool you have created.
3. List research-based article #1 title and author(s).
How Do Phonological Awareness and Rapid Naming Predict Reading? Findings from a Highly
Transparent Orthography. Authors: Cevriye Ergül, Zeynep Bahap Kudret, Meral Ç. Ökcün-
Akçamuş, Gözde Akoğlu, Ergül Demir, and Burcu Kılıç Tülü.
4. Summary of research-based article supporting this assessment tool. (150-200 words).
The purpose of the article was to investigate phonological awareness within regard to rapid naming of
blends, sounds, and segments. The article points out that when a child has poor phonological
awareness, it affects how they form words and understand the world around them. It defines
phonological awareness as distinguishing the sounds of language, manipulating the sounds into words,
and is the path towards learning to read. (43, para 2). This is an important part of reading, being able to
look at the letters, remember their sounds, and form the word. At the conclusion of the article, they
state that they observed that they can predict that early signs of the students ability to read in
kindergarten. They infer that they will be able to tell if a student will struggle and be able to get them
assistance early, thus aiding in the student’s success as a reader.
5. List research-based article #2 title and author(s).
The impact of explicitly teaching word segmentation using a visual vowel hand sign system to help at-
risk children learn to read and spell English: A proof-of-concept study
Stephen Flynn, Shane Erickson Icon, &Tanya Serry
6. Summary of research-based article supporting this assessment tool. (150-200 words).
The article focuses on at-risk readers and spellers. They want to find a way to help them become
successful readers. They studied twenty-three at risk readers. The readers had a various range of
struggles. They put them through a program called Crack the Code. This took the students through a
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range of activities that included phonemic practice, segmenting, and grapheme-phoneme relations. This
has seems to have had a huge impact on the improvement of the readers. The article states that when a
child begins the reading process, they start with phonemic skills. This involves a combination of
blending and segmenting growth. This comes with patience from the educator and a feeling of safety
for the child. The importance of learning vowels is imperative for learning reading and spelling. This is
suggested in the article. The conclusion of the article says the found great success. They taught the
students hand signals to help with segmentation of spoken words. They say great improvement with
every at-risk reader.
7. Additional comments, information:
I really like how both articles address the importance of phonemic awareness. In my opinion it is the
foundation of successful reading skills. Tompkins suggests that reading fluency means learning to read
accurately, quickly, and in a phrased way (5.1, para 1).” This comes with learning the vowel sounds,
phonemes, and segmenting. I believe the studies all agree with this and have ways to support any
student, whether at-risk or not.
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4. Candidate Name Elizabeth Nix
School District Glory Christian School
5. Grade level First and Second Grade
Progress Monitoring Tool
1. Describe the progress monitoring tool you have created.
This is a game. The students have a list of words. They will be timed with how many words they can
say. They will have three tries to play the game. What I like about this is that they are learning through
play. It takes the stress off of the assessment and makes it lighter.
2. Insert progress monitoring tool you have created.
3. List research-based article #1 title and author(s).
Using Word Reading Fluency Curriculum-Based Measurements to Monitor Students’ Reading Progress
in Grade 2. Authors: Mayson Abdel Sabour Mahfouz, Ahmed Hassan Hemdan Mohamed
4. Summary of research-based article supporting this assessment tool. (150-200 words).
This article examines the use of an Arabic version of a curriculum-based measurement of word fluency
and recognition. They sampled a group of students, 25 at-risk readers and 45 grade level readers. They
observed that at-risk students had a lower reading comprehension than those students, leading them to
suspect that those students might have a learning disability. They stress the importance of learning
phonemic, word recognition, and writing skills at an early age. They talk about using curriculum-based
measurement (CBM) to monitor the improvement of the at-risk students. They also monitored teaching
methods, setting up IEP’s based on the data, and academic success. CBM uses sight words to monitor
growth. Students have one minute to recite the sight words. The chart shows the data they collected.
The orange line is the average students. You can see a nice steady growth. The green line is the at-risk
students. While there is growth there is also a steady growth. The numbers may not be as high, but
there is growth.
The study showed great success in both average and at-risk students. The CBM systems seems to be a
great way to monitor and help students, both average and at-risk.
5. List research-based article #2 title and author(s).
Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent
Orthography. Authors: Vesela Milankov, Slavica Golubović, Tatjana Krstić, and Špela Golubović
6. Summary of research-based article supporting this assessment tool. (150-200 words).
The first line of this abstract portion of this article was so profound. It stresses that phonological skills
are strongly related to early reading and writing development. In order for students to become
successful in both, students need to learn these skills early. They developed a few assessment tools
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called, Phonological Awareness Test and Gray Oral Reading Test. With these tools assess students from
first through third grade. They were designed to help pinpoint where the students struggle and help the
teacher know where they needed help. They address orthographic transparency and it’s link to
graphemes, phonemes, and phonological decoding. All of these skills are needed and need to be
developed early. Phonological awareness involves the recognition of sounds and manipulating them
both orally and auditorily. Their study showed that average students did not have significant growth.
However, at-risk students showed growth in their program. They observed that phonological awareness
is imperative in learning to read and write.
7. Additional comments, information:
I like the stress on phonics and the role they play in the learning process. Learning phonics goes further
than reading. It helps with math, sports, music, and so much more. I have found that when a student
struggles in one area, they could possibly struggle in another area.
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References
Ergül, C., Bahap Kudret, Z., Ökcün-Akçamuş, M. Ç., Akoğlu, G., Demir, E., & Kılıç Tülü, B.
(2022). How do phonological awareness and rapid naming predict reading? findings from
a highly transparent orthography. Literacy Research and Instruction, 61(1), 41-60.
https://doi.org/10.1080/19388071.2021.2008557
Kim Young-Suk Grace, & Yaacov, P. (2021). Influences of individual, text, and assessment
factors on text/discourse comprehension in oral language (listening comprehension).
Annals of Dyslexia, 71(2), 218-237. https://doi.org/10.1007/s11881-020-00208-8
Mahfouz, M. A. S., & Mohamed, A. H. H. (2023). Using word reading fluency curriculum-based
measurements to monitor students’ reading progress in grade 2. Education Sciences,
13(2), 217. https://doi.org/10.3390/educsci13020217
Milankov, V., Golubović, S., Krstić, T., & Golubović, Š. (2021). Phonological awareness as the
foundation of reading acquisition in students reading in transparent orthography.
International Journal of Environmental Research and Public Health, 18(10), 5440.
https://doi.org/10.3390/ijerph18105440
Silverman, R. D., McNeish, D., Speece, D. L., & Ritchey, K. D. (2021). Early Screening for
Decoding- and Language-Related Reading Difficulties in First and Third Grades.
Assessment for Effective Intervention, 46(2), 99-109.
https://doi.org/10.1177/1534508419857234
Tompkins, G. E., Rodgers, E., & Rodgers, A. (2021). Literacy for the 21st Century (8th ed.).
Pearson Education (US). https://libertyonline.vitalsource.com/books/9780135893418
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