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The Relationship between Early Assessment and Adjusted Instructional Strategies in Reading for High Risk Learners.

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Bibliographic Details
Title: The Relationship between Early Assessment and Adjusted Instructional Strategies in Reading for High Risk Learners.
Authors: Donovan, Margaret A.
Peer Reviewed: N
Page Count: 40
Publication Date: 1976
Document Type: Speeches/Meeting Papers
Descriptors: Beginning Reading, Diagnostic Tests, Kindergarten Children, Literature Reviews, Primary Education, Reading Achievement, Reading Difficulty, Reading Readiness, Reading Readiness Tests, Teaching Methods
Abstract: This review of the literature on kindergarten assessment and its relationship to primary reading achievement is divided into the the following sections: (1) studies which support early assessment; (2) studies which suggest the use of a battery over a single readiness test; (3) studies which utilize assessment data for treatment purposes; (4) studies which relate to the modality concept; and (5) studies which suggest a developmental sequence in the areas of perception and cognition. Research findings on the correlation of readiness test scores with primary reading achievement clearly indicate that early assessment should be a functional reality in every school district. Studies have shown the superiority of the battery over the single test for identification of high-risk learners. Research findings on specific methods and strategies for use with high-risk pupils are inconclusive. It is suggested that at the end of first grade, pupils whose preferred modality is congruent with the primary instructional strategy of the initial reading program will achieve higher than pupils whose preferred modality is not congruent with the primary instructional strategy of the initial reading program. (LL)
Notes: Paper presented at the Annual Meeting of the International Reading Association Far West Regional Conference (4th, Honolulu, July 29-31, 1976)
Journal Code: RIEAUG1977
Entry Date: 1977
Accession Number: ED136244
Database: ERIC
Description
Abstract:This review of the literature on kindergarten assessment and its relationship to primary reading achievement is divided into the the following sections: (1) studies which support early assessment; (2) studies which suggest the use of a battery over a single readiness test; (3) studies which utilize assessment data for treatment purposes; (4) studies which relate to the modality concept; and (5) studies which suggest a developmental sequence in the areas of perception and cognition. Research findings on the correlation of readiness test scores with primary reading achievement clearly indicate that early assessment should be a functional reality in every school district. Studies have shown the superiority of the battery over the single test for identification of high-risk learners. Research findings on specific methods and strategies for use with high-risk pupils are inconclusive. It is suggested that at the end of first grade, pupils whose preferred modality is congruent with the primary instructional strategy of the initial reading program will achieve higher than pupils whose preferred modality is not congruent with the primary instructional strategy of the initial reading program. (LL)