Reading Assessment and Instruction for All Learners by Jeanne Shay Schumm PhD
By Jeanne Shay Schumm PhD
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Additional info for Reading Assessment and Instruction for All Learners
Sample text
6. Children should be tested frequently to determine if they have learned what was taught. These tests should match very closely the nature of the instruction. 7. Some children read by reading widely and often; others learn best through direct instruction 8. Children should frequently read while they are young so they acquire a “feel” for what reading is like. 9. Opportunities should be created in the classroom to provide children with a reason to read. 10. Less proficient readers often benefit from more direct and structured learning experiences.
The fifth and sixth purposes for assessment are both related to evaluation and accountability issues. For the most part, student outcome data can be used to evaluate the strengths and weakness of instructional programs at multiple levels (classroom, school, district, state, and national; purpose 5) and to provide information to policymakers and to the public (purpose 6). The community at large is interested in whether tax dollars are being well spent and whether children are learning to read and write.
5). Additional instruments for gathering information from students and parents are included throughout this book. Use the data you gather from students and parents/guardians to start a Student Reading and Writing Profile for each of your students. 2 in this chapter; subsequent chapters will include additional summary pages for this profile. Some teachers keep such profiles in file drawers, in notebooks, or in databases on the computer. Whatever you decide, make certain that the data are kept in a secure place.