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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
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  Data: A Commonsense Approach to End-of-Grade Reading Assessment: Implications for Differentiated Instruction
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  Data: <searchLink fieldCode="AR" term="%22Morris%2C+Darrell%22">Morris, Darrell</searchLink><br /><searchLink fieldCode="AR" term="%22Gill%2C+Tom%22">Gill, Tom</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Reading+%26+Writing+Quarterly%22"><i>Reading & Writing Quarterly</i></searchLink>. 2023 39(6):548-558.
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  Data: 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
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  Data: 11
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Informal+Reading+Inventories%22">Informal Reading Inventories</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Rate%22">Reading Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 10.1080/10573569.2022.2147465
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  Data: 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.
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        Value: 10.1080/10573569.2022.2147465
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      – Text: English
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Reading Tests
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      – SubjectFull: Reading Achievement
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      – SubjectFull: Accuracy
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      – SubjectFull: Reading Rate
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      – SubjectFull: Difficulty Level
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Reading Skills
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      – SubjectFull: Individualized Instruction
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      – SubjectFull: North Carolina
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      – TitleFull: A Commonsense Approach to End-of-Grade Reading Assessment: Implications for Differentiated Instruction
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