This document discusses assessment tools that can be used to evaluate reading performance within a problem-solving model. It describes five components of the reading process: phonemic awareness, phonics, fluency, vocabulary, and comprehension. For each component, it outlines how deficits can be assessed using various tests, including curriculum-based measurements, norm-referenced tests, and criterion-referenced tests. These assessments are designed to identify students' instructional needs and monitor their progress in order to inform effective reading instruction.

1. Assessment of Academic Skills IN Reading
Within a Problem-Solving Model
Fatima Sani: MP/W 2017-S-29
Mehdi Hasan: MP/W 2017-S-31

2. • Assessment is a process of gathering data, examining student
performance, and making decisions in the broader context of
curriculum and instruction (Rowntree, 1977).
• This article id designed to examine the developmental reading process
in the context of a problem-solving approach.
• It is also presents a variety of assessment tools that can assists and
evaluate the reading problems and examining student performance.

3. Dynamic Multistep Evaluation Process
• There are five related purposes for which educators assess students in a
problem-solving model (Deno,2002):
1. Problem identification
2. Problem certification
3. Exploring solutions
4. Goal setting
5. Monitoring student progress

4. Problem
Identification
Problem
Certification
Exploring
Solutions
Goal Setting
Monitoring
student
progress

5. Reading Acquisitions
• Reading is:
1. A skill which enables to get a message.
2. Recognizing the written words (written symbols).
3. A complex activity that involves both perception and thought.
• The five components of reading skills are phonological processing, phonics
acquisition, reading fluency, vocabulary and comprehension outcomes.

6. • Effective problem-solving evaluation requires the use of a
unique set of testing tools for formative evaluation, and
providing educators frequent feedback on the effectiveness of
their instructional programming (Deno & Mirkin,1977).
• There are many tools of assessment that will help us how to
measure the reading performance of students in and class.

7. Tools and Tests for Reading Assessment
1. CBM (Curriculum-based Measurement)
• Originally, two CBM test existed for the evaluation of reading:
a. CBM-R (Curriculum-based Measurement, Reading)
b. ORF (Oral Reading Fluency)
2. NRT (Norm-reference Test)
3. CRT (Criterion-reference Test)

8. Development Nature of the Reading Process Tests
4. CBM-S (Curriculum-based Measurement, Spelling)
5. DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
• The test has two skills:
a. LNF (Letter-naming Fluency)
b. NWF (Nonsense-words Fluency)

9. • DIBELS also include two tools of phonological awareness.
a. ISF (Initial Sound Fluency)
b. PSF (Phoneme Segmentation Fluency)
• Another test is the:
1. WIF (Word Identification Fluency Test)

10. Relationship of Essential Skills for Literacy
Development to Reading Assessment
• Effective reading instruction is designed on a deep
understanding of the interaction between our spoken language
and how it is represented in print, from the smallest units of
sound to the semantic and grammatical mechanics of spoken
and period words (Moats,2000).

11. • It is essential to ensure that instruction in phonemic
awareness, phonics, fluency, vocabulary and
comprehension are part of all early reading curricula.
• Assessment of these skills plays an essential role in
ensuring that the instruction that is delivered is
appropriate to student’s instructional needs.

12. Components of Reading Problem-solving Model
• There are five main components of reading problem-
solving model:
1. Phonemic Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension

15. 1- Phonemic Awareness
• It is an essential reading readiness skill that enables the
learning of the alphabetic code that connects our
spoken language to our written language. (Adams,
1990).
• It can be defined as recognition of all the ways spoken
language can be broken down into smaller sound units
(Golds-worthy, 2003).

16. • Students are taught to hear, identify, and manipulate words in
sentences and syllables in words.
• In preschool and the beginning months of kindergarten,
phonological awareness begins with teaching children to listen
to sounds in the environment, to understand what it means to
listen, to understand the concepts. And to increase their ability
to remember sounds they hear (Adam, 2004).

17. Phonemic Awareness Tasks
Segmenting
• It is achieved when students are able to isolate and produce individual
sounds from a spoken word.
• Example: the word cat is segmented as /c/, /a/, and /t/.
Blending
• The activities involve orally presenting individual sounds to students, which
they blend together to make the word.
• Students orally presented individual sounds /f/, /i/, /t/ and say the sounds
together to generate the word fit.
Deleting
• Activities may ask students to delete sounds from words and replace them
with new sounds to make new words.
• Example: the word can and ask the students to say “can” without saying /c/.
Then replace the /c/ with a/p/ to produce the word pan.

18. Assessing for Phonological Deficits
• What phonological skills have been taught to students and how explicit
and systematic the delivery of the instruction has been.
• The DIBELS were specifically designed to help educators prevent reading
problems.
• It includes two tests that allow educators to identify students who fail to
develop this foundational skill.
• ISF used to identify initial sound in words.
• PSF allows educators to evaluate discrepant phonemic segmentation
skills.
• We used NRT and CRT also to measure the phonemic awareness.

20. 2- Phonics
• Phonics is distinctly different from phonological or
phonemic awareness.
• It refers to the predictable association between printed
symbols and the sounds we speak (Moats,2004).
• There are five steps of learning the phonics. The steps
consists on simple to complex method.

21. Steps Learning Phonics
• Step1: Learning A-Z
• Step2: CVC words with one Vowel
• Step3: CVCV words with two Vowels
• Step4: words with double, triple consonants blends
• Step5: Advance phonics diphthongs/ diagraphs

22. Assessing for Phonics Deficits
• CBM tools or test are help various areas of word reading development.
• The NWF, WIF, and CBM-ORF, use for assessing the phonics.
1. NWF: designed to measure the reading nonsense words in the form of
CVC words. (e.g. nom, yim, ot).
2. WIF: used number of words that students accurately read in 1 minute
provides a score of their word reading automaticity.
3. CBM-ORF: for students who struggle to spell words using phonetic
strategies.
4. CBM-S: for problem in spelling mistakes.

24. 3- Fluency
• It is the most silent characteristic of skillful reading and it is also
complex component of early literacy development (Adams,1990).
• It cab defined as the ability to read text quickly and accurately with
proper expression.
• The three essential subcomponents of reading fluency are
(Hudson,2005):
• Automaticity
• Reading rate
• Prosody

25. To check the speed and accuracy of the word.
Automatic word recognition results in a faster
reading rate.
Reflects the agility with which students read
connected text.
Properly use of phrasing, punctuation,
dialogues and voice within a text.

26. Assessing for Fluency
• It can be observed by CBM-ORF, WRC, and NRT.
• NRT: to evaluate students reading rates, such as reading fluency.
• WRC: words reading correctly
• CBM-ORF: good indicator of overall reading competence. It is most
efficient and reliable tool.
• A student is asked to read aloud a standard grade-level text for 1
minute. At the end of the 1-minute period. Its simply the score of the
test.

27. • Students can increase his or her current reading rate by
10 words in a day.
• These researches concluded that fluent text reading
reflects both rapid decoding skills and word
identification of words.

29. 4- Vocabulary
• It is very important component, as vocabulary is likely to affect
every component of reading acquisition, including phonemic
awareness, decoding, word reading, word level automaticity
and comprehension (NRC, 1998).
• The target skill is harder to learn, first hold sound
representation of the unknown word, second manipulate the
sounds in the word.

30. Vocabulary broken into two types:
1. Oral Receptive:
• Is the first to develop and largest in size. It includes all the
words for which we know the meaning when we hear them
spoken aloud.
2. Oral Productive
• Defined words in our spoken language that we are able to use
in our own speech.

31. • During 1-hour observations, some parents spoke a total of more than
3,000 words to their babies, whereas others spoke less than 200 words.
• This means that, over time, some children in the United States would
have encountered more than 33 million words, whereas others would
hear approximately only 10 million words.
• These researchers also found that the more infants are spoken to, the
more they themselves talk. Talk provides practice for the development
of productive vocabularies.

32. Assessing for Vocabulary Deficits
• NRT: is evaluate students expressive and receptive
vocabularies. Some of these tests include the Comprehensive
Receptive and Expressive Vocabulary Test- Second Edition
(CREVT-2).
• Expressive One-Word Picture Vocabulary Test (EOWPVT).
• These tests also measure receptive vocabulary.

33. 5- Comprehension
• Reading comprehension is a complex process involving the
interaction between word identification processes, the
integration of prior knowledge, and vocabulary general
knowledge, and cognitive monitoring strategies (Adams, 1990).

34. Explicit instruction that teaches students:
1. Monitor their own understanding while they are reading
2. Answer questions during and after reading
3. Generate questions
4. Summarize what they read
5. Make use of multiple cognitive strategies while reading

35. • Steps in such instruction often include teaching students to
become aware of what they understand, to identify what they
do not understand, and to repair confusion so as to create
meaning (Baumann & Kessell, 1993).

36. Assessing for Reading Comprehension Deficits
• Assess the reading comprehension deficits we use NRTs, ORF tools and
tests. Which measure the text reading fluency.
• Maze:
• Maze is a CBM that has been found to be useful for examining
comprehension. It can be give frequently to reliably assess student
progress over time (Shin & Espin,2000).

37. • It consists of a grade-level reading passage in which every nth
word (e.g., every seventh word) is deleted and replaced by
three word-choice options.
• Students must read the passage and circle the word that best
fits the meaning of the sentence.

38. Conclusion
• Most basically, problem-solving educators believe that every child can
and will learn. The activities they engage in seek to resolve learning
problems.
• Discovering solutions to problems depends on focusing on the essential
skills of the problem domain.
• For problem solvers, assessment guides instructional decisions, and
instructional decisions are evaluated through systematic assessment.
• This marriage between assessment and instruction is important for all
students to ensure progress for struggling students whom exists
between their performance and that of their peers.

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