Reading Assessment_Language Assessment - By Sheila Chei FB: Sheila Chei Twitter: @Sheila_Chei

2. NATURE OF READING SCHOOL
READING IN THE NATIVE LANGUAGE
Although reading was once assumed to be
a combination of decoding and oral
language, it is know acknowledged that
reading comprehension depends heavily on
knowledge about the world as well as on
knowledge of language and print (Fielding
and Pearson, 1994).

3. READING IN A SECOND LANGUAGE
Reading processes in a second language are
similar to those acquired in the first language in
that they call for knowledge of sound/symbols
relationship, syntax, grammar, and semantic to
predict and confirm meaning (Peregoy and Boyle,
1993).
a) Models reading
• Bottom up models
• Top down models

4. WHAT WORKS IN READING INSTRUCTION
In addition to having new knowledge
about the reading process, we also know
what works in reading instruction. In
particular, reading programs having the
following 4 components can lead to
student success.
a) Whole Language And Phonics
b) Reading In The Content Areas

5. IMPLICATIONS FOR ASSESSMENT
Implications for assessment include the
importance of determining students accountable
for how they use reading time in class,
assessing student progress in acquiring both
decoding skills and reading comprehension
strategies, observing how student collaborate in
groups as well as how they work individually,
and reviewing students personal responses to
reading.

6. AUTHENTIC ASSESSMENT OF
READING
1. IDENTIFY PURPOSE
2. PLAN FOR ASSESSMENT
3. INVOLVE STUDENTS
a. Self-Assessment
b. Peer Assessment
4. DEVELOP RUBRICS/SCORING
PROCEDURES
5. SET STANDARDS

7. 6. SELECT ASSESSMENT ACTIVITIES
a. Retellings
b. Reading Log
c. Literature Response Logs/ Journal
d. Literature Discussion Groups
e. Cloze Tests
f. Texts with Comprehension Questions
g. Reciprocal Teaching

8. 7. RECORD TEACHER OBSERVATIONS
a. Think-Aloud, Probes, and Interviews
b. Strategies Checklists/ Rating Scales
c. Miscue Analysis and Running Records
d. Anecdotal Records
8. READING / WRITING PORTOFOLIOS

9. USING READING ASSESSMENT IN
INSTRUCTION
Result of authentic assessments of reading can
be used in a number of ways, including:
•Informing program placement
•Determining grades
•Improving instruction

10. CONCLUSIONS
Some basic points to remember in the assessment reading of
English language learners include:
1. Activities for assessing reading should be based on activities for
teaching reading
2. Assessment of reading, like instructions, takes planning, time, and
experience.
3. Assessment of reading should include both decoding skills and
reading comprehension strategies.
4. Assessemnt of reading should include students attitudes and
feelings toward reading.
5. Assessment of reading should hold students accountable for how
they use tima in class for reading.
6. Assessment of reading should be conducted regularly nad be
ongoing.
7. Students should be actively involved in their own assessment,
whether it be in setting criteria, engaging in self-assessment, or
evaluating peers.
8. Teacher observation of reading should be recorded systematically.