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1. TESTING READING
SKILLS
REPORT BY: John Drew P. Pascasio and Mikaela R. Miclat

2. INTRODUCTION
• Reading skills consist of a continuum of pre-reading abilities
to advanced reading abilities to advanced reading
competencies. Learners must be taught to interact with
printed materials as they encounter varied forms of print
media throughout their life span. In assessing reading
abilities, the language teacher understands through the
results the strengths and weaknesses of the learners.

3. INTRODUCTION
• At the elementary grade level, it is crucial that reading
skills are developed based on the needs and concerns of the
learners.

4. INTRODUCTION
• At the lower levels, reading assessment begins with the pre-
reading abilities like efficient word recognition processes, a
large vocabulary knowledge, grammar knowledge under time
limitations, and ability to interpret text meaning.

5. INTRODUCTION
• In higher grades, reading assessment extends to testing
“the ability to formulate the main ideas of the text, the
ability to use background knowledge appropriately, and the
ability to engage in reading, to expand effort, to persist in
reading without distraction, and achieve some level of
success with reading” ( Grabe & Xiang, 2013).

6. THINK!
• The assessment of reading skills at the elementary level
begins with reading readiness up to text comprehension.
Experts suggested the following guidelines in constructing
reading tests:

7. 1. Reading Readiness Tests
• To prepare the learners from nonreaders to readers, they
are taught essential skills and are tested to lead them to
succeed in reading. These include:

8. 1. Reading Readiness Tests
• A. Instant letter recognition- Test items involve the
learners recognizing letter shapes, letter names, the
sequence of the letters in the alphabet, and identification
of upper and lower case manuscript letters
Sample test items:

9. 1. Reading Readiness Tests
• B. Phonological/Phonetic awareness- it measures learners’ ability to recognize
words as composed of different sound components, including the understanding of
phonemes (smallest sound unit), syllables (part of a word), and rhyme (ending sound
of a words similar to the end of another word). Test items also involve the learners
in segmenting words, syllables, phonemes, blending sounds to form words, recognizing
ending sounds that rhyme, and omitting syllables and sounds, and sound substitution
and manipulation.

10. 1. Reading Readiness Tests
• C. Reading concepts- Items in the test ask learners to recognize
similarities and differences of concepts, identify initial, medial, and
final sounds, understand before and after concepts, recognize voiced
and unvoiced sounds, blocked and unblocked sounds, and vowels and
consonants.

11. 1. Reading Readiness Tests
• D. Word recognition- Learners in this test are asked to determine sound-symbol
correspondence and read phonetically regular words.
Sample test items:

12. 1. Reading Readiness Tests
• E. Handwriting- Items that measures this ability include asking the learners to
produce lowercase letter strokes as well as numerical strokes.
• F. Vocabulary- Items described in the previous lesson apply here.

13. 2. Reading Comprehension Tests
• This test measures the ability of the learners to derive
meaning from a text/passage/selection read. Items are
mostly presented in a multiple-choice type of test. Skills
tested include the following; literal questions, interpretative
questions and integrative questions.

14. 2. Reading Comprehension Tests
• A. Literal questions (Reading what is directly stated in the
passage) - Questions whose answers are directly found in
the selection.

15. 2. Reading Comprehension Tests
• B. Interpretative questions (Reading between the lines) -
Items require the learners to put together the information
presented in the selection to give a correct answer. Example
Questions belonging to this category of comprehension
include:

16. 2. Reading Comprehension Tests
• C. Applied/Integrative (Reading beyond the lines) -
Learners are asked questions whose answers are based on
their ability to make connections of the information read to
their life experiences and knowledge. Example of skill and
question is:

17. 3. Non-prose Reading Tests
• This group of tests uses charts, maps, product labels, signs
and symbols, menus, and other materials that use minimal
words to explain something. They serve as stimulus
materials that serve as bases for learners to answer literal,
interpretative, and applied questions presented in the
multiple-choice format.

18. 3. Non-prose Reading Tests
• Sample Non-prose Reading Test:Directions: Study the
mobile phone ownership among Grade 6 pupils in Lal-lo
Elementary School. Then answer the questions that follow.

19. THANK YOU FOR LISTENING!
REPORTED BY: Pascasio, John Drew P. and
Miclat, Mikaela R.
BEED 3-A
SIR. Nesthe B. Quijano (Instructor)
Teaching English in the Elementary Grades Through
Literature