A Commonsense Approach to End-of-Grade Reading Assessment: Implications for Differentiated Instruction
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| Title: | A Commonsense Approach to End-of-Grade Reading Assessment: Implications for Differentiated Instruction |
|---|---|
| Language: | English |
| Authors: | Morris, Darrell, Gill, Tom |
| Source: | Reading & Writing Quarterly. 2023 39(6):548-558. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education |
| Descriptors: | Informal Reading Inventories, Reading Comprehension, Reading Tests, Low Achievement, Reading Achievement, Accuracy, Reading Rate, Difficulty Level, Elementary School Students, Reading Skills, Individualized Instruction |
| Geographic Terms: | North Carolina |
| DOI: | 10.1080/10573569.2022.2147465 |
| ISSN: | 1057-3569 1521-0693 |
| Abstract: | This article asserts that a carefully administered informal reading inventory (IRI) provides important information on low-achieving readers that is "not" provided by an end-of-grade standardized reading test. Using case studies of students' IRI performance, we address the concept of instructional level and the necessity of teaching low readers at the appropriate difficulty level--"meeting them where they are"--in the classroom and resource room. In doing so, we note that instructional-level (or below-grade-level) reading can, over time, drive low readers' print-processing skill (accuracy and rate), eventually enabling them, through purposeful practice, to "self-improve" their overall reading (including comprehension). While such improvement may not show up on an end-of-year standardized test, it will show up on an end-of-year IRI. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1402408 |
| Database: | ERIC |
| Abstract: | This article asserts that a carefully administered informal reading inventory (IRI) provides important information on low-achieving readers that is "not" provided by an end-of-grade standardized reading test. Using case studies of students' IRI performance, we address the concept of instructional level and the necessity of teaching low readers at the appropriate difficulty level--"meeting them where they are"--in the classroom and resource room. In doing so, we note that instructional-level (or below-grade-level) reading can, over time, drive low readers' print-processing skill (accuracy and rate), eventually enabling them, through purposeful practice, to "self-improve" their overall reading (including comprehension). While such improvement may not show up on an end-of-year standardized test, it will show up on an end-of-year IRI. |
|---|---|
| ISSN: | 1057-3569 1521-0693 |
| DOI: | 10.1080/10573569.2022.2147465 |
