EDLC 554
LITERACY ASSESSMENT TOOLBOX
1. Candidate Name Samantha Brown
School District Private Therapeutic Day School - Richmond VA
2. Grade level 1st -SPED
Informal Reading Inventory Tool
1. Describe the IRI you have created.
The Informal Reading Inventory (IRI) tools are important for the ability to assess the
comprehension of each student. This tool will be used to assist with the measurement of their
achievement goals over time. This assessment will be utilized with the grade-level printout
that the student will be able to read at least 75% of the Dolch Primer words. The student will
read the words aloud. The teacher will mark errors on the scorecard to assess Words Per
Minute and comprehension. The teacher will mark pronunciation errors and refusals. The
teacher will circle a 1 if the student reads the word correctly within 15 seconds to ensure
automaticity, and a 2 if it goes beyond 15 seconds. This Informal Reading Inventory Tool will
allow the teacher can gather information to form a baseline of the students' ability to better
create achievable and accurate IEP goals for the student. The teacher will use this adjusted
differentiated curriculum to meet the students at their current functionality level. “The
information also assists with providing an informal assessment that helps to select appropriate
text” (Morris, 2017)
2. Insert the sample IRI you have created.
3. List research-based article #1 title and author(s).
Johns, J. L., Edmond, R. M., & Mavrogenes, N. A. (1977). The Dolch Basic Sight Vocabulary: A
Replication and Validation Study. The Elementary School Journal, 78(1), 31–37.
http://www.jstor.org/stable/1001115
4. Summary of research-based article supporting this assessment tool. (150-200 words).
The article “The Dolch Basic Sight Vocabulary: A Replication and Validation Study” notes the
importance of utilizing basic high-frequency words to boost our students' reading fluency. The article
discusses how students often are exposed to high-frequency words before they are ready to learn the
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phonetic pattern and sounds of the words. Many criticisms have been noted for using high-frequency
words as repetitive practices. Many teachers also refer to them as heart words since they have such an
irregular spelling pattern. The article, it states how the practice of high-frequency words can benefit a
child’s reading as it allows them to become more familiar with the words they encounter. The article
states that “Dolch created these lists of words to record a student's ability to read sight words. This
assessment covers the 220 Dolch sight words, and it breaks them down into 9 manageable sections as
he found that students' ability to read high-frequency words was essentially nonexistent.”
5. List research-based article #2 title and author(s).
Hargis, C. H., Terhaar-Yonkers, M., Williams, P. C., & Reed, M. T. (1988). Repetition Requirements
for Word Recognition. Journal of Reading, 31(4), 320–327. http://www.jstor.org/stable/40031892
6. Summary of research-based article supporting this assessment tool. (150-200 words).
In many ways, reading proficiency is the key to other learning. In the article, “A Case Study of
the Integration of Sight Word Instruction to Enhance Students’ English Reading” the authors
argue that sight word instruction can enhance students learning. In addition to affecting
learning, it can impact confidence, it also impacts skills, subjects, and motivation. Sight words
have also been found to facilitate fluent and successful reading, according to studies. To
improve students' English reading, this study examined the effects of integrating sight word
instruction into an elementary English class. A 16-week study was conducted with one intact
class of fifteen fourth graders in an elementary school, divided into two groups based on their
achievement levels. Storybooks, English achievement tests, questionnaires, and quizzes were
used to assess students' progress. The study found that implementing sight word instruction
significantly improved the reading achievement of participants including word recognition and
reading comprehension. The low-achieving group outperformed significantly than the others.
7. Additional comments, and information:
Click or tap here to enter text.
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EDLC 554
Candidate Name Samantha Brown
School District Private Therapeutic Day School - Richmond, VA
3. Grade level 1st - SPED
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.
The diagnostic reading tool is what is how teachers obtain an understanding on the students'
strengths and weaknesses to aid them in achieving mastery of the task or goal. Chayaporn
argues that diagnostic tools provide data during individual instruction (Chayaporn, 2019). This
assists the teacher by allowing them to create assessments that are differentiated for students'
needs. The diagnostics tool is an informal collection tool to assist with
developing an understanding of the areas of need for the students learning. This information
allows the teacher to create interventions that will the bridge the gap or allow the student to
continue progressing further. The diagnostic tool that I will use measures the students reading
ability and sound identification. The assessment will be divided into two sections: Letter and
Sound Recognition and Decoding. In the first portion of the assessment, the student will begin
by naming the letters, vowels, and consonants and their corresponding sounds. The teacher
will score this based on automaticity and mistakes. The teacher will score a 1 for the student
answering correctly within 15 seconds, 2 for over 15, and 3 for the incorrect answer. This must
be documented by the teacher. In the second part of the assessment, students will practice
reading CVC, CVCC, and Beginning Blend words. These will be scored the same as above.
2. Insert the sample Diagnostic tool you have created.
3. List research-based article #1 title and author(s).
Chayaporn Kaoropthai, Onjaree Natakuatoong, Nagul Cooharojananone (2019).An intelligent
diagnostic framework: A scaffolding tool to resolve academic reading problems of Thai first year
university students, Computers & Education, Volume 12 8,2019, Pages 1 32-144,ISSN 0360-
1315,https://doi.org/10.1016/j.compedu.2018.09.001.
(https://www.sciencedirect.com/science/article/pii/S0360131518302379)
4. Summary of research-based article supporting this assessment tool. (150-200 words).
In the article by Chayapron, “ An intelligent diagnostic framework: A scaffolding tool to
resolve the academic reading problems” discusses how diagnostic assessments can allow
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teachers to differentiate and indvidualize language learning needs. The article argues that,
“Scaffolding identifies academic reading skills” (Chayaporn, 2019). When using diagnostic
assessments it allows for teachers to form a baseline of what each individual student’s strength
and weaknesses are in the language topic. The assessments also allow for educators to make
informed decisions on how to group students based on levels as well as identifying different
interventions for struggling readers. In the article it discusses the importance to use valid and
reliable assessments in order to provide the best interventions and learning tools for students.
Chayapron argues that students need diagnostic assessments before, during, and after lessons
to ensure comprehension in all areas. This also benefits teachers as it allows them to develop
good assessment habits for students. Without assessments, students accuracy and
comprehension levels would be est
5. List research-based article #2 title and author(s).
Peters, M. T., Hebbecker, K., & Souvignier, E. (2022). Effects of Providing Teachers with
Tools for Implementing Assessment-Based Differentiated Reading Instruction in Second
Grade.
6. Summary of research-based article supporting this assessment tool. (150-200 words).
The importance of monitoring students and teachers in the school system is highlighted in the research
article “Effects of Providing Teachers with Tools for Implementing Assessment-Based Differentiated
Reading Instruction in Second Grade” (Peters, 2022). The study suggests the use of learning progresses
assessment (LPA) to create materials and assessments tailored to individual student needs. The research
was conducted in a second-grade classroom and involved different groups. The results showed
improvements in reading comprehension and fluency compared to general instruction practices (Peters,
2022). Another approach, known as formative assessment, encourages teachers to collect and use data
to inform instruction. Studies have shown that computer-based systems and professional development
related to formative assessment have a positive impact on student reading achievement. Teachers
should be encouraged to use computer-based approaches for streamlined monitoring processes.
Overall, this research emphasizes the importance of research and design standards in classroom reading
programs and how it can benefit students reading achievements (Peters, 2022).
7. Additional comments, information:
Click or tap here to enter text.
4. Candidate Name Samantha Brown
School District Private Therapeutic Day School - Richmond, VA
5. Grade level 1st - SPED
Progress Monitoring Tool
1. Describe the progress monitoring tool you have created.
Progress monitoring is a formal and standardized procedure used to assess progress towards a
performance goal. It involves frequent assessments of specific skills, typically conducted on a
weekly or biweekly basis, to determine the rate of improvement.
The progress monitoring tool below will assess students ability to read CVC words. The
teacher will circle the words read incorrectly. The teacher will also make observations on the
types of patterns in the assessment. Such as if the student struggles with short a words or does
well with short i words which will allow the teacher to make interventions for the remediation
skill needed for mastery. The teacher will also record this in their IEP goal binder tracking log.
2. Insert progress monitoring tool you have created.
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3. List research-based article #1 title and author(s).
Furey, J., & Loftus-Rattan, S. M. (2022). Actively Involving Students With Learning Disabilities in
Progress Monitoring Practices. Intervention in School and Clinic, 57(5), 329-337.
https://doi.org/10.1177/10534512211032618
4. Summary of research-based article supporting this assessment tool. (150-200 words).
The article discusses how academic progress monitoring is crucial for students with learning
disabilities and in a multi-tiered system of supports framework. However, students are often
not actively involved in this practice. The article notes that research shows that involving
students in progress monitoring through performance feedback and goal setting improves
academic and motivational outcomes (Furey, Loftus-Rattan., 2022). This research article
discusses a routine that supplements typical progress monitoring practices, aligning with
evidence-based practices to enhance student outcomes in reading, writing, mathematics, and
academic motivation. It provides step-by-step guidance, examples, and resources for
practitioners to implement the routine and describes resources for evaluating outcomes.
Progress monitoring is essential for all areas of education. However, for special education it is
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especially important as students have IEP goals that must be tracked and monitored in order to
report accurately on their annual goals. IEP’s are a legal document that educators are required
to follow under the IDEA law, therefore, progress monitoring is crucial in order to be fair and
accurate to the student and their goals.
5. List research-based article #2 title and author(s).
Austin, C. R., & Filderman, M. J. (2020). Selecting and Designing Measurements to Track the Reading
Progress of Students With Disabilities. Intervention in School and Clinic, 56(1), 13-21.
https://doi.org/10.1177/1053451220910736
6. Summary of research-based article supporting this assessment tool. (150-200 words).
Special education teachers are tasked with supporting students with disabilities who do not
respond to typical reading interventions. To intensify interventions, educators are expected to
implement evidence-based practices. The article discussed how data-based individualization is
a highly recommended and effective practice that necessitates knowledge and skills in data
usage, which many teachers are not trained for. This article aims to provide guidance on the
selection of appropriate tools for measuring progress during the data-based individualization
process. Additionally, guidelines on designing suitable mastery measures based on a student's
individual weaknesses and information gathered from progress monitoring are provided. These
data serve as the foundation for making well-informed decisions on when and how to adjust
reading interventions to meet student needs. Supporting students with disabilities who do not
respond to typical reading interventions is a crucial task for special education teachers. To
intensify interventions, these teachers are expected to implement evidence-based practices.
Data-based individualization is an effective and highly recommended practice that requires
teachers to possess skills in data use, which many of them are not trained for. This article
provides guidance for teachers to choose appropriate tools for measuring progress during the
data-based individualization process. It also offers guidelines on how to design appropriate
mastery measures based on a student's individual weaknesses and information gathered from
progress monitoring. By using these data, teachers can make informed decisions on when and
how to adjust reading interventions to meet student needs.
7. Additional comments, information:
Click or tap here to enter text.
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References
Austin, C. R., & Filderman, M. J. (2020). Selecting and Designing Measurements to
Track the Reading Progress of Students With Disabilities. Intervention in School and Clinic,
56(1), 13-21. https://doi.org/10.1177/1053451220910736
Furey, J., & Loftus-Rattan, S. M. (2022). Actively Involving Students With Learning
Disabilities in Progress Monitoring Practices. Intervention in School and Clinic, 57(5), 329-337.
https://doi.org/10.1177/10534512211032618
Hargis, C. H., Terhaar-Yonkers, M., Williams, P. C., & Reed, M. T. (1988). Repetition
Requirements for Word Recognition. Journal of Reading, 31(4), 320–327.
http://www.jstor.org/stable/40031892
Peters, M. T., Hebbecker, K., & Souvignier, E. (2022). Effects of Providing Teachers with
Tools for Implementing Assessment-Based Differentiated Reading Instruction in Second Grade.
Chayaporn Kaoropthai, Onjaree Natakuatoong, Nagul Cooharojananone (2019).An
intelligent diagnostic framework: A scaffolding tool to resolve academic reading problems of
Thai first year university students, Computers & Education, Volume 12 8,2019, Pages 1 32-
144,ISSN 0360-1315,https://doi.org/10.1016/j.compedu.2018.09.001.
(https://www.sciencedirect.com/science/article/pii/S0360131518302379)
Johns, J. L., Edmond, R. M., & Mavrogenes, N. A. (1977). The Dolch Basic Sight
Vocabulary: A Replication and Validation Study. The Elementary School Journal, 78(1), 31–37.
http://www.jstor.org/stable/1001115
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