Evaluation of reading - reading scales and inventory

1. Skill of Reading
Evaluation of reading - reading
scales and inventory
M.Vijayalakshmi
Assistant Professor

2. Unit – 4 :
Skill of Reading

3. Unit – 4 :
Skill of Reading
4.1 Reading as the first of the three R's - Values of
Reading.
4.2 Psychology of reading - perceptual process -
the eye movement, the eye voice; eye- memory
span.
4.3 Factors affecting reading ability - reading
readiness.
4.4 Methods of teaching reading.
4.5 Evaluation of reading - reading scales and
inventory.

4. Unit – 4 :
Skill of Reading
4.5 Evaluation of reading - reading
scales and inventory.

5. Types of Attitude Scales
•Thurstone Technique of
Scaled Values
•Likert Method of
Summated Ratings

6. Thurstone Technique of Scaled Values
• 20 or more statements – express – groups,
institution, idea or practice
• Submitted – panel of 50 or more judges
• 11 groups – assigning a position to an item
• Disagreement – discarded
• Median scale value – falls between 1 to 11
• Given to the subjects – check - agreement –
responses - quantified

7. Likert Method of Summated Ratings
• Without the panel of judges
• Less time and efforts to construct
• Collecting a number of statements
• Express definite favourableness or unfavourableness
• Approximately equal statements
• Trial test – administrated to the subjects
• Eliminate – ambiguous
• SA, A, U, DA & SDA
• Favourable statements – 5, 4, 3, 2 & 1
• Unfavourable statements – 1, 2, 3, 4 & 5
• 50 * 5 = 250 – Most Favourable response
• 50 * 3 = 150 – Neutral attitude
• 50 * 1 = 50 – Most Unfavourable attitude

8. Interest Inventories
• The Reading and Activity Interest Inventory
(RAII)

9. Attitude Surveys
• Elementary Reading Attitude Survey (ERAS),
developed by McKenna and Kear (1990) to
determine student attitudes toward
recreational and academic reading activities
– Only 20 items
• Assesses academic and recreational reading
attitudes
– Normed on national database

10. Attitude Surveys
• Reader Self-Perception Scale (RSPS), developed by
Henk and Melnick (1995) to assess how students
feel about themselves as readers, consists of 33
items along four dimensions of self-efficacy
– Progress
– Observational Comparison
– Social Feedback
– Physiological States
• RSPS2 is similar to SPS but is appropriate for older
students (i.e., adolescents)

11. Attitude Surveys
• Motivation for Reading Questionnaire (MRQ)
scale, developed by McKenna and Stahl (2009)
to assess various dimensions of elementary-
age students reading motivations
– 54-item questionnaire
– Takes about 20–25 minutes to administer

12. Attitude Surveys
• Reading Motivation Scale (Bell & McCallum,
2015)
– Determines a student’s level of reading enjoyment
and motivation
– 20-item self-report scale can be administered to
students who are capable of reading the items in
group form
– Can be read to younger or less capable students
– Readability of directions is 5.3 grade level based on
Flesch-Kincaid in Microsoft Word; the actual items are
at a much lower readability level

13. Student Reading Attribution Scale
(SRAS)
• SRAS informally assesses the reading attributions
most related to reading success and failure.
– 20 hypothetical reading success or failure scenarios
(items)
– Can be administered in group form or individually
– Students rate their level of agreement for two
attributions that might account for outcomes
described
– Score indicates the extent to which students express
incremental versus entity or innate view of reading
success and failure
(Bell & McCallum, 2015)

14. Current Test Batteries Measure

15. Woodcock Johnson III Tests of
Achievement (WJ III)
• Reading achievement, including reading
decoding, reading speed, and the ability to
comprehend connected discourse while
reading
• Sight vocabulary, phonics, and structural
analysis
• Reading comprehension, vocabulary, and
reasoning
• Ages 2 – 90+

16. Wechsler Individual Achievement Test
III (WIAT III)
• Word Reading
• Reading Comprehension
• Pseudoword (phonetic) Decoding
• Ages 5 - 50

17. Woodcock Reading Mastery Test III
(WRMT III)
• Evaluate struggling readers
• Identify specific strengths and weaknesses in
reading skills to plan targeted remediation
• Guide educational selection and placement
decisions
• Screen for reading readiness
• Determine reading strategies for students with
special needs
• Ages 4.6 – 79.11

18. Single Topic
• Test of Word Reading Efficiency (TOWRE)
– Word Reading
– Individual Administration
– Ages 6 through 24
• Test of Silent Word Reading Fluency (TSWRF)
• Test of Irregular Word Reading Efficiency (TIWRE)
– Reading Comprehension
– Individual Administration
– Ages 3 through 94

19. THE GORTS
• Gray Oral Reading Tests - 5 (GORT-5)
– Oral Reading Comprehension
– Individual Administration
– Ages 6 through 23
• Gray Silent Reading Test (GSRT)
– Reading Comprehension
– Individual / Group Administration
– Ages 7 through 25

20. Test of Reading Comprehension - 4
(TORC-4)
• Vocabulary, Syntax, Paragraph Reading,
Sentence Sequencing
• Individual Administration
• Norm Referenced
• Ages 7 through 17-11

21. Test of Early Reading Ability 3rd Ed
(TERA-3)
• Alphabet: measuring knowledge of the
alphabet and its uses
• Conventions : measuring knowledge of the
conventions of print
• Meaning: measuring the construction of
meaning from print.
• Age 3.6 – 8.6

25. Sample Studies….

26. Assessing Students’ Metacognitive
Awareness of Reading Strategies
• The Metacognitive Awareness of Reading
Strategies Inventory, which is designed to
assess adolescent and adult readers’
metacognitive awareness and perceived use of
reading strategies while reading academic or
school related materials. There were 3
strategy subscales or factors: Global Reading
Strategies, Problem-Solving Strategies, and
Support Reading Strategies.

27. Scholastic Reading Inventory
College & Career (SRI College &
Career), developed by Scholastic
Inc., is an objective assessment of a
student’s reading ability (Scholastic,
2006a and 2007).

28.  Scholastic Reading Inventory was initially
developed in 1998 and 1999 as a print-based
assessment of reading comprehension.
 In late 1998, Scholastic began developing
a computer-based version.
 Pilot studies of the computer application
were conducted in Fall and Winter 1998.
 Version 1 of SRI was launched in Fall 1999.
Subsequent versions were launched between
1999 and 2006, with version 4.0/Enterprise
Edition appearing in Winter 2006.

29. • The Foundational Reading Assessment subtest
of SRI College & Career measures foundational
reading skills by focusing on the skills readers use
to fluently decode text.
• These skills include phonological awareness,
letter sound and letter-word identification,
decoding, and sight word recognition.
• The purpose of the Foundational Reading
Assessment subtest of SRI College & Career is to
ascertain a student’s proficiency with
foundational reading skills in order to determine
his or her readiness for reading comprehension
instruction.

30. • The Reading Comprehension Assessment
subtest of SRI College & Career measures reading
comprehension by focusing on the skills readers
use to understand written materials sampled
from various content areas.
• These skills include referring to details in the
passage, drawing conclusions, and making
comparisons and generalizations.
• The Reading Comprehension Assessment is
composed of passages that are typical of the
materials students read both in and out of school,
including topics in prose fiction, the humanities,
social studies, science, and everyday texts such as
magazines and newspapers.

31. • The purpose of the Reading Comprehension
Assessment subtest of SRI College & Career is
to locate the reader on the Lexile Framework
Map for Reading and monitor development in
reading.
• Once a reader has been measured, it is
possible to forecast how well the reader will
likely comprehend hundreds of thousands of
texts that have been analyzed using the Lexile
metric.

32. Sources are taken from
•Slidesharenet.com
•Web sources