Assignment Help

 Assignment will be based off of a 14 yr old 9th grade Interrelated resource (IRR) student with a Specific Learning Disability (SLD) 

Weeks 8-10 Overview.htm

For Weeks 7, 8, 9:

  1. Read Ch. 8 in your text.
  1. Read Chapter 8 Lecture Points
  1. Read the Guidelines for Assessing Reading Comprehension Skills
  1. Review a Sample of Comprehension Questions designed by one of your peers from the previous semester taking this class to get some further ideas on how to design your own comprehension questions
  1. Review Reading Comprehension Skills Assessment Points
  1. Review Reading Comprehension Skills Assessment Submission Directions
  1. Completed reading comprehension skills assessments should be submitted to the Assignment Box no later than October 22, 2024 @ 11:30 pm.
  1. Make sure that you continue to record your assessment activities in your Assessment Activities Log
  1. As you work on your reading comprehension skills assessments don’t forget to login at least twice a week in order to earn participation points.

Fall 09/W 8-10/Chapter 8 Lecture Points.pdf

Chapter 8

Howell (1999, pp. 7-8)

1. Reading comprehension is an interactive process in which the reader brings what she

knows about the world to the printed page. What is known is used to construct meaning

from what is written. Readers draw upon decoding skills, vocabulary knowledge,

language, prior knowledge and d strategies to make sense of what is written.

2. Text variables influence reading comprehension. Text variables include text structure

as well as vocabulary difficulty and density of ideas. Text structure refers to both general

organizers and overall structure. The authors define general organizers as: (1)

introductory overviews, (2) focus questions, (3) headings, and (4) summaries. Overall

structure is the way ideas in the text are related to convey a message.

3. Assumed causes for reading comprehension failure may include absence or

deficiencies in the following Comprehension strategies: active reading, monitoring,

adjustment to text, merging with prior knowledge and/or clarification.

4. Assumed causes for reading comprehension failure may include absence or

deficiencies in the following enabling skills: prior knowledge, decoding skills,

vocabulary (semantics), language (syntax), and/or strategies.

5. Automatic Decoding significantly influences reading comprehension and is one of the

most frequent causes of comprehension failure.

6. Sampling a complex process like reading comprehension is difficult. Since most

survey measures have limitations, it is recommended that multiple measures be

employed. Of the available measures “questioning after passage reading” seems to have

the most serious limitations.

7. Directions for constructing, administering, and interpreting survey and specific level

reading procedures are detailed in this chapter.

8. Advantages of cloze format include: large sample size; item difficulty randomly

distributed; ease of scoring; and high fidelity to the reading act (for example, text look-

backs and look-aheads are allowed).

9. Disadvantages of cloze and maze format include: it is not a direct measure of the

student’s recognition of the most important part of passage; and, it can only be used with

redundant/predictable text).

10. Advantages of maze format include: ease of scoring ; success depends on passage

clues (fidelity to reading); distractors can be used to alter test difficulty; and it collects a

large sample of behavior.

11. Disadvantages of maze format include: the risk of poorly selected distractors.

12. Advantages of paraphrasing include: the fact that student responses are not influenced

by questions; it supplies an overall impression of student’s understanding; and can it be

used with daily lessons.

13. Disadvantages of paraphrasing: it is hard to score; and, it is difficult to control

spontaneous responses without adding questions (which negates one of the advantages).

14. Advantages of story retelling include: the retell is not influenced by questions; it

provides the number of idea units recalled; it can be used with daily lessons so high it has

good fidelity; and, it can be compared to the text structure or a story map.

15. Disadvantages of story retelling include: it is sometimes awkward to transcribe

student responses; idea unit analysis is time consuming; and it may only tap recall, not

understanding.

16. Advantages of questioning after passage reading include: teacher can focus on

specific information.

17. Disadvantages of questions include: hard to score; only a few questions possible per

paragraph; levels of comprehension may not match questions or may not exist; the risk of

poorly written questions; and student responses limited by question.

18. Advantages of oral reading include: ease of scoring; sensitivity to instruction; highly

interactive (reflects all reading skills).

19. Disadvantages of oral reading: because it may have low “face validity” to some

teachers you may need to explain why you are using it; it is only useful for screening and

monitoring (doesn’t yield much information which guides teaching).

20. Good readers are flexible and capably shift among enabling skills and strategies to

construct meaning from text.

21. Reading teachers should be prepared to work with students who exhibit cultural

diversity or those who are bilingual. The following topics should be discussed in relation

to reading comprehension: discourse style and its interaction with reading

comprehension; text structure and its relationship to discourse style; the influence of

vocabulary and prior knowledge on comprehension.

Howell, K. (1999). Wadsworth Publishing Curriculum-Based Evaluation: Teaching and

Decision Making, 3e: Sample Course Syllabi in Instructor Manual, Syllabus, Evaluation

Retrieved February 23, 2009 from http://www.wadsworth.com/cgi-

wadsworth/course_products_wp.pl?fid=M20bI&product_isbn_issn=9780534343705&dis

cipline_number=3&token=C42F437771554B07DAA8767670438C43340AAD8F43C65

0C43EFA8F5B32B681834CA7F5AA285BED476642621CB81FA6F5

Reading Comprehension Skills Assessment Directions (1).docx

Reading Comprehension Skills Assessment- Submission Directions

Reading comprehension skills assessments should be submitted no later than by 11: 30 P.M. on March 15, 2022.

Your Reading Comprehension Skills Assessment should be submitted to the Assignment Box and include the following components:

Your Name:                                                                          

Date:

Passage Identification:

Report here what reading passages you have used for your comprehension assessment.

If you needed to use reading passages at lower grade level (functional level) than your student’s current grade level for developing your questions report this and provide your justification for doing so.

Number your reading passages and use this numbering system consistently while further writing your report.

Comprehension Assessment (Comprehension Questions Design and Administration):

Report here how you went about the process of designing your questions, which standards and skills you specifically focused your questions on.

Talk about how you established scoring criteria for pass or fail on your comprehension questions.

Talk about who did the reading of the passages before the administration of the questions, in what order you used these passages and asked your comprehension questions.

For each used passage, provide comprehension questions and student’s answers to these questions (include the skills pertaining to the designed comprehension questions).

For each used passage, report obtained scores on the comprehension questions based on your established scoring criteria for pass or fail.

Report student’s general attitude and any other relevant factors related to the administration of your comprehension questions.

Comprehension Interview Results:

Report here which passage you used for the comprehension interview.

Provide the typed interview questions and student’s answers to these questions based on the Interview Questions (Exhibit 8.7 Comprehension Interview) (Howell & Nolet, 2000, p. 231). Maintain the same numbering of questions as provided in the text.

Report student’s general attitude and any other relevant factors related to the comprehension interview.

Report the obtained status of student’s performance (“Pass” “No-Pass” or “Unsure”) on these three categories (Reading Awareness, Planning, and Regulation) using Exhibit 8.8 Status Sheet for Awareness of the Reading Process (Howell & Nolet, 2000, p.232).

Do not engage here into your analysis and interpretation of Reading Comprehension Assessments. You will be asked to do so in your final report. So save all the detail for later.

Scanned Reading Passages and All Other Materials used in the comprehensions assessments submitted in one or more separate documents. Label each document with your last name and the title of this assessment.

Again: Be sure to reference all sources of your passages and the used standards in your document using APA style.

Howell, K. & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision making (3rd ed.). Belmont, CA: Wadsworth/Thomson Learning.

Guidelines for Assessing Reading Comprehension Skills (2).docx

Assessing Reading Comprehension Skills

Reading comprehension skills assessments should be submitted no later than by 11:30 P.M. on

March 15, 2022.

After reading Chapter 8 in your textbook, you will understand that comprehension is seen as a very complex task. “Reading comprehension is an interactive process through which the reader uses code, context analysis, prior knowledge, vocabulary, and language, along with executive-control strategies, to understand text (Adams, 1990). It is a multidimensional construct and, as such, not easily observed” argued (Howell & Nolet, 2000, p. 203).

Although it is important to read the information in Chapter 8, you will not be using all of the assessment tasks in Chapter 8.  Your authors discuss the use of “rate” of reading as a predictor of comprehension strength, and” maze” and “cloze” procedures as indicators of whether or not a child will experience comprehension problems (Howell & Nolet,2000, pp. 214-215). 

Since the student you are assessing for this course is presumed to be in special education, or is experiencing learning problems, we do not need to test them in order to determine whether or not they have comprehension problems. The problem with these tests, and with state standards testing in general, is that they rely upon a child’s ability to read.  Since almost 100% of students in special education experience problems in learning to read, and it is the most frequent area in which students are not benefiting from the standard curriculum, we can assume that the students you choose to assess are experiencing problems in reading comprehension.  Rather than ‘is the student experiencing comprehension difficulties?’ let’s concentrate on the question, ‘at which levels of comprehension is the student proficient and where does he/she start to experience problems?’ Answers to the latter question will lead us to functional and realistic objectives in comprehension.

Although the authors of your text assert that questioning is “is one of the worst ways to have students react to reading” (Howell & Nolet, 2000, p. 220), it certainly is the most realistic way.  Students pass or fail tests in science and social studies, pass or fail state standards tests, and pass or fail all standardized tests of acquired knowledge based upon their answers to questions about content they’ve read or learned. Therefore, your assessment for reading comprehension skills will be designed using questions that you make up regarding reading content.

It will be necessary for you to explore two state departments of education websites which describe the standards in reading comprehension on which all students are assessed.  You should access the following websites:

North Carolina Department of Public Instruction

http://www.dpi.nc.gov/districts-schools/classroom-resources/k-12-standards-curriculum-and-instruction

Under K-12 Standards, Curriculum, & Instruction, choose Standard Course of Study

Choose English Language Arts

Finally choose grade level for your target student.

Georgia Standards of Excellence

Many content areas have replaced Georgia Performance Standards (GPS) with Georgia Standards of Excellence (GSE). Reference the Georgia Standards of Excellence page for the most recent Georgia Standards.

http://www.georgiastandards.org /Georgia-Standards/Pages/default.aspx

Under “Welcome to GaStandards.org” click on Georgia Standards of Excellence. Choose English Language Art and click on the appropriate grade level(s) for your student.

After you have familiarized yourself with the way two different states describe standards in comprehension, you should have a good idea of the types of questions you wish to design to assess your student. 

For purposes of this course, we will define comprehension “skills in reacting to read text as defined by state standards and our text.” Your task is to:

1.  Identify three graded reading passages which would be appropriate assessment materials for your student.  You may use short stories or children’s books for younger students. You may use various genres, including poetry and drama, for older students.  You may use the graded passages in your texts, from interventioncentral.org, from published criterion referenced assessments, or from graded reading books.  (Be careful of basal texts in science, etc. – they do not necessarily reflect a reading level for the grade in which they are taught).

2.  Design at least 2 questions to ask pertaining to at least 5 different skills having to do with comprehension per graded reading passage.  The skills you choose to assess should be relevant to the standards your state chooses to assess.  Your text is a valuable resource.  Use Exhibit 8.1 to help narrow your focus about the types of questions you will design.    [See Sample of Reading Comprehension Questions designed by one of the student’s previously taking this course and located in the Weeks 7-8 organizer ]

So your reading assessment for comprehension skills should contain at least 10 questions per graded passage. 

BE SURE TO STATE, NEXT TO THE QUESTIONS YOU DESIGN, WHICH SKILL YOU ARE ASSESSING AS DEFINED BY STATE STANDARDS OR OUR TEXT.  

These questions should help you determine what skills your student needs to work on to improve his or her comprehension. Any problems you discover should become IEP objectives for your student. You will write these objectives toward the end of the semester.

3.   Once you have developed your comprehension questions, you will administer these comprehension questions to your target student and score them.  Record the student’s answers to your comprehension questions as you will be asked to type and submit these student’s answers to your comprehension questions with this assignment’s report.

Determine what criteria you will use to decide whether your student passes or fails the questions you have designed. 

4.   Finally, interview your student in terms of his or her reading awareness skills, planning, and regulation. Choose the passage that the student has had most difficulty with while answering to your comprehension questions and interview your student in context of this passage by using the questions from 14-27 from the Exhibit 8.7 Comprehension Interview (Howell & Nolet, 2000, p.231). Record the student’s answers to these interview questions as you will be asked to type and submit these student’s answers with this assignment’s report.

After the interview is finished, type your student’s responses to each of these questions into a word document and record and report the status of student’s performance (“Pass” “No-Pass” or “Unsure”) on these three categories (Reading Awareness, Planning, and Regulation) using Exhibit 8.8 Status Sheet for Awareness of the Reading Process (Howell & Nolet, 2000, p.232).

STOP HERE! DO NOT GO INTO QUALITATIVE INTERPRETATION

Howell, K. & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision making (3rd ed.). Belmont, CA: Wadsworth/Thomson Learning.

Fall 09/W 8-10/Sample of Comprehension Questions.pdf

1

Sample of Reading Comprehension Questions designed by one of the student’s

previously taking this class.

I. Passage from Intervention Central: Yellow Triangle 1a:

Whitt, J (2002). Reading center: Fourth grade yellow triangle level 1-6. Retrieved

November 2, 2008, from Intervention Central Web site:

http://www.joewitt.org/fourth_grade.htm

Comprehension Questions:

Question: What are the reasons given that makes the person qualified to be the

president?

Questions: What was given away to during the campaign?

Skill : “Locates facts that answer the reader’s questions” GA ELA4R1a

Question: Read me a sentence in the story that is an opinion.

Question: Read me a sentence in the story that is a fact.

Skill : “Distinguishes fact from opinion or fiction” GA ELA4R1h

Question: What do you think would be a good title for this passage?

Question: What is the main idea of this passage?

Skill: 4. Connects text with prior knowledge: Student can “answers “best title”

and main ideas questions accurately” (Howell & Nolet, 2000, p. 207)

Question: Where do you think this story is taking place and how do you know it is taking

place there?

Question: Do you think that the person in the passage will win the election and why do

you think that?

Skill: “Makes judgments and inferences about setting, characters, and events and

supports them with elaborating and convincing evidence from the text” GA

ELA4R1f

Question: How does this passage relate to the presidential election now?

Question: How does this passage relate to the Mock Election that you did last week?

Skill: “Relates theme in works of fiction to personal experience” GA ELA4R1a

2

II. Passage from Intervention Central Yellow Triangle 1b:

Whitt, J (2002). Reading center: Fourth grade yellow triangle level 1-6. Retrieved

November 2, 2008, from Intervention Central Web site:

http://www.joewitt.org/fourth_grade.htm

Comprehension Questions:

Question: What do you think Carl will do when he see who he will be following for

career day?

Question: What makes you think that Carl will do that?

Skill: Skill: “Identifies and shows the relevance of foreshadowing clues” GA

ELA4R1e

Question: Where did the event take place?

Question: What is the plot of this passage?

Skill: “ Identifies and analyzes the elements of plot, character, and setting in

stories read, written, viewed, or performed” GA ELA4R1b

Question: What does Carl do first?

Question: Tell me in chronological order what Carl does when he finds out that he is to

follow a president of a residential bank?

Skill: “Identifies and uses knowledge of common organizational structures (e.g.,

chronological order, cause and effect)” GA ELA4R1d

Question: What does the word assistant mean in the passage?

Question: What does the word scans mean in the passage?

Skill: Skill: 2. Vocabulary: The student “can define words in the passage”

(Howell & Nolet, 2000, p. 209)

Question: What was the cause of Carl’s excitement in the passage?

Question: What was the effect after Carl saw that he was to follow a residential

president of a bank around for the day?

Skill: “Distinguishes cause from effect in context” GA ELA4R1e

3

III. Passage from Intervention Central Yellow Triangle 1c:

Whitt, J (2002). Reading center: Fourth grade yellow triangle level 1-6. Retrieved

November 2, 2008, from Intervention Central Web site:

http://www.joewitt.org/fourth_grade.htm

Comprehension Questions:

Question: Which sentences tell you that the person’s gender is a female?

Question: Which sentences