2. According to Gough (1972)
reading is unidirectional process from letters
to sound to meaning
reading is a complex process in which
cognitive and psychological function of
different level interact with each other in
making sense of the meaning of the text.
3. five important
components
1. a large quantity of reading;
2. appropriate materials that encourage
students to read;
3. direct teaching of reading strategies;
4.teachers skilled in matching materials
5.reading strategies to students’ level
of interest and language proficiency
(Devine 1988, Eskey and Grabe 1988)
4. Teacher strategies to
advance students reading
ability: assess prior knowledge as well as
1) activate and
teacher necessary background knowledge,
2) teach students how texts are organized and how
use the text structure in increase comprehension,
3) teach reading strategies that will help students
bring meaning to the text
5. In order for reading assessment to become useful
in students evaluation, teacher should consider the
following (Routman, 1994):
Be thoroughly familiar with developmental
learning process and curriculum.
Articulate a philosophy of assessment and
evaluation
Know about and have experience collecting,
recording, interpreting, and analyzing multiple
source data.
Be flexible and willing to try out multiple
assessment procedures.
6. some major purposes for classroom-based
assessment of reading
(Johns 1982):
Studying, evaluating, or diagnosing reading behavior
Monitoring student’s progress.
Supplementing and confirming information gained
from standardized and criterion referenced tests.
Obtaining information not available from other sources.
Placement of students in need of language-based
program or grade-level classroom.
Graduating from certain school.
7. Reading Assessment: Matching Purpose to Task
What Do I Want to Know? How Will I Find Out?
Reading Comprehension Retellings
Literature response journals
Anecdotal records
Literature discussion groups
Text with comprehension questions
Reading Strategies Reading strategies
Reciprocal teaching
Think-aloud
Anecdotal records
Miscue analysis
Running records
Reading Skills Cloze passages
Miscue analysis
Running records
Reading Attitudes Reading logs
Interviews
Literature discussion groups
Anecdotal records
Self-Assessment Interviews
Rubrics/Rating scales
Portfolio selections
8. Self assessment help both teacher and students become aware of
students attitudes, strength, and weaknesses in reading.
It is also encourages students to become independence learners.
This assessment can take various formats, such are: checklist,
question/answer, rating scale, scoring rubrics, sentences
completion, learning logs and reflection logs.
In keeping reflection logs, students are asked to express in writing
what they fell they have or have not learned.
9. Set Standards
Standards for reading comprehension
can be set by establishing cut-off
scores on a scoring rubric or rating
scale.
For example, at least three levels of
reading performance could be
described as novice, intermediate,
and advance.
12. Cloze Tests
Cloze tests are filled in reading passages
with blanks representing words that have
been deleted from the original text; the
blanks are to be by the reader
13. There are several types of cloze tests.
1. fixed ratio,
Cloze words are deleted systematically by
counting off, regardless of the part of speech.
Every fifth, seventh, or ninth word may be
deleted.
2. rational/purposive deletion,
Words are deleted by part of speech or content
area vocabulary rather than in a set of
numbering pattern.
3. maze technique,
Three words choices are provided at each
missing word interval.
4. limited,
14. Texts with Comprehension
Question
Theteacher makes a copy of one page from
a short reading passage or story student
have been asked to read. The student
responds independently to several
comprehension questions posed by the
teacher. Students can also create their own
questions if teachers have prepared them to
do so. After checking students’ responses,
the teacher has a record of each student’s
comprehension level with a known text.
15. Reciprocal Teaching (The reading
strategies used in this approach are including
summarizing, questioning, and predicting.)
Record Teacher Observations (asking
students opinion related the story)
Think-Alouds, Probes, and
Interviews
Strategies Checklists or Rating
Scales Anecdotal
Records
Miscue Analysis and Running
Records
16. Conclusion
Activities for assessing reading should be based on
activities for teaching reading.
Assessment of reading, like instruction, takes planning,
time, and experience.
Assessment of reading should include both decoding
skills and reading comprehension strategies.
Assessment of reading should include student’s attitude
and feeling toward reading.
Assessment of reading should hold students
accountable for how they use time in class for reading.
Assessment of reading should be conducted regularly
and be ongoing.
Students should be actively involved in their own
assessment, whether it be in setting criteria, engaging in
self-assessment, or, evaluating peers.
