5/10/2014 1 Assessment of Reading Comprehension Strategies Quick question… www.govote.at and enter 47 43 36 1. What the strategy is 2. How to use it 3. When to use the strategies 4.How to evaluate whether ‘it worked’ It’s not just reading! • ‘Understanding what readers are thinking during reading remains a complex task’ (Israel, Bauserman & Block, 2005). • Assessment of processes difficult. Assessment challenges How will you find out what I am thinking before, during and aPer I read? How do teachers make thinking tangible or visible so they can assess it? Think Alouds 5 Stop*and*Think Card • Do I understand what that was about? • Were there any parts I did not understand? • Could I explain what I have just read to someone else? • What might the next part be about? • Are there any quesWons I need to have answered? Congratula6ons! Read ON! SWcky note strategy (Fiene & McMahon, 2007). Surveys and Self Assessments Name: ____________________________________________ Grade: ____________________________ Teacher: __________________________________________ School: ____________________________ Directions: Read each item and the number of the word that best describes how often you do what is stated. Let’s do number 1 together to make sure you understand how you are to respond to each item. 1. I read quickly through the story to get the general idea before I read the story closely. Always Sometimes Never 3 2 1 2. When I come to a part of the story that is hard to read, I slow my reading down. Always Sometimes Never 3 2 1 3. I am able to tell the difference between important story parts and less important details. Always Sometimes Never 3 2 1 4. When I read, I stop once in a while to go over in my head what I have been reading to see if it is making sense. Always Sometimes Never 3 2 1 5. I adjust the speed of my reading by deciding how difficult the story is to read. Always Sometimes Never 3 2 1 6. I stop once in a while and ask myself questions about the story to see how well I understand what I am reading. Figure 7.5 Student Comprehension Strategy Use Survey Metacomprehension Strategy Index, Schmidt (1990)
Transcript
5/10/2014'
1'
Assessment of Reading Comprehension Strategies
Quick question… www.govote.at'and'enter'47'43'36'
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1. What'the'strategy'is''2. How'to'use'it''3. When'to'use'the'strategies''4. How to evaluate whether'‘it'worked’'
It’s not just reading! • ‘Understanding'what'readers'are'thinking'during'reading'remains'a'complex'task’'(Israel,'Bauserman'&'Block,'2005).'
Directions: Read each item and the number of the word that best describes how often you do what is stated. Let’s do number 1 together to make sure you understand how you are to respond to each item.
1. I read quickly through the story to get the general idea before I read the story closely.
Always Sometimes Never3 2 1
2. When I come to a part of the story that is hard to read, I slow my reading down.
Always Sometimes Never3 2 1
3. I am able to tell the difference between important story parts and less important details.
Always Sometimes Never
3 2 1
4. When I read, I stop once in a while to go over in my head what I have been reading to see if it is making sense.
Always Sometimes Never3 2 1
5. I adjust the speed of my reading by deciding how diffi cult the story is to read.
Always Sometimes Never
3 2 1
6. I stop once in a while and ask myself questions about the story to see how well I understand what I am reading.
Always Sometimes Never3 2 1
7. After reading a story, I sit and think about it for a while to check my memory of the story parts and the order of the story parts.
Always Sometimes Never3 2 1
8. When I get lost while reading, I go back to the place in the story where I fi rst had trouble and reread.
Always Sometimes Never3 2 1
9. When I fi nd I do not understand something when reading, I read it again and try to fi gure it out.
Always Sometimes Never3 2 1
10. When reading, I check how well I understand the meaning of the story by asking myself whether the ideas fi t with the other information in the story.
Always Sometimes Never3 2 1
11. I fi nd it hard to pay attention when I read.
Always Sometimes Never3 2 1
12. To help me remember what I read, I sometimes draw a map or outline the story.
Always Sometimes Never3 2 1
13. To help me understand what I have read in a story, I try to retell it in my own words.
Always Sometimes Never3 2 1
14. I learn new words by trying to make a picture of the words in my mind.
Always Sometimes Never3 2 1
15. When reading about something, I try to relate it to my own experiences.
Always Sometimes Never3 2 1
Figure 7.5Student Comprehension Strategy Use Survey
From Reutzel, D. R., & Cooter, R. B. (2011). Strategies for Reading Assessment and Instruction: Helping Every Child Succeed, 4th ed. Boston: Pearson/Allyn & Bacon, p. 282.
Primary Reading Comprehension Strategies Rubric (2-3) Level One Level Two Level Three Level Four Making Connections (Prior Knowledge)
Does not make connections to the text
Talks about what text reminds them of, but cannot explain how it relates to the text
Relates background knowledge/experience to text
Links background knowledge and examples from the text to enhance comprehension and/or interpretation
Questioning Unable to ask or answer questions; gives inappropriate or off topic responses
Beginning to ask and answer questions; unable to support with evidence from the text
Can ask and answer questions and begin to provide evidence from the text
Asks and answers different types of questions; and finds evidence in the text to support questions and answers
Visualizing (Sensory Imagery)
Does not demonstrate use of sensory images
Demonstrates use of some sensory images
Demonstrates use of sensory images; images are somewhat elaborated from literal text or existing pictures
Demonstrates multi-sensory images that extend and enrich the text; demonstration may be through any modality or medium.
Determining Importance
Unable to identify important concepts in the text
Identifies some important concepts in text (i.e. characters, plot, main idea, or setting)
Identifies some important concepts in text with some supporting explanation (i.e. characters, plot, main idea, or setting)
Identifies at least one key idea, theme, or concept linking it to the overall meaning of the text. Uses supporting details from the text to clearly explain why it is important
Monitoring Comprehension
Does not identify difficulties or problem areas
Identifies difficulties, but does not articulate need to solve problem or articulate the problem area
Identifies difficulties and articulates need to solve the problem, but does not use strategies independently to solve the problem; may need teacher guidance
Identifies difficulties, articulates need to solve the problem and identifies the appropriate strategy to solve the problem (i.e. using meaning, visual, or structural cues
Inferring Does not make predictions, interpretations, or draw conclusions
Makes predictions, interpretations, and/or draws conclusions, but does not justify response with information from the text
Makes predictions, interpretations and/or draws conclusions and justifies response with information from the text; some teacher prompting may be necessary
Independently makes predictions, interpretations, and/or draws conclusions; and clearly explains connections using evidence from the text and personal knowledge, ideas, or beliefs
Synthesizing Unable to retell elements of the text
Randomly retells some elements of the text
Retells all key elements of the text in logical sequence
Retells elements of the text in logical sequence with some extension to overall theme, message, or background knowledge
Adapted from rubrics developed by Language Arts Committee, Walnut Creek School District www.decd.sa.gov.au''
