1. Student’s skill strengths and weaknesses: (Refer to the 5 areas of reading provided earlier in the lesson and provide specific descriptions using the assessment data.) 1. After analyzing the student’s reading assessments, list one reading skill strength and explain why you selected this as a strength using information from the reading assessments. Be sure to include assessment data in your justification.
The first test measured student 's understanding of decoding individual words. In the second test, students were given a passage to read and then they were instructed to fill in the missing words. Stipek, Newton, and Chudgar found that "positive learning-related behavior promotes literacy achievement" (Stipek, Newton, and Chudgar, p. 17,
But looking at just a few examples reveals problems when narrowly evaluating texts by readability number alone. The Lexile Framework for Reading by Metametrix provides quantitative assessment of both students ' reading levels and texts ' complexity. Students receive a Lexile measure from certain reading tests. Books and other texts receive a Lexile measure from a software tool, the Lexile Analyzer, which evaluates word frequency and sentence length. Many schools use Lexile measures to assess students ' reading levels and match students with appropriately rigorous reading material.
This test will let him see how much progress each of his students have made, and which words they still need to work on. 3. How should Adrian determine which children should be placed together in guided reading groups? Is there more than one way to group the
Cut points for PIRLS 2001 reading literacy benchmark is based on the distribution of students: 1) 615 and above is top 10 percent; 2) 570 and above is upper quarter; 3) 510 and above is median; 4) 435 and above is lower quarter. Different from PIRLS 2001, cut points for PIRLS 2006 reading literacy benchmark is set to be aligned with the cut points used in the Trends in International Mathematics and Science Study (TIMSS). The rationale can be found in Martin et al. (2007). The following are the new benchmarks: 1) 625 and above is advanced; 2) 550 and above is high; 3) 475 and above is intermediate; 4) 400 and above is low benchmark.
Human intelligence is something that is hard to comprehend, as it is something that is intangible. Therefore, many attempts have been made in the pursuit of understanding it. As a result of our curiosity, many theories were proposed in order to try to identify the different aspects in huma intelligence, and several tests came up along the way to determine the level of intelligence in people. Robert J. Sternberg, an American psychologist also made a contribution towards understanding intelligence. He proposed the Triarchic Theory of Intelligence which suggests that human intelligence is divided into three different aspects, which are the analytical, creative and practical intelligences.
It is primarily an exploratory research and is used to understand the innate often unexpressed reasons, opinions, and motivations of people (test subjects). It provides insights into the problem or helps to develop ideas or hypotheses for potential quantitative research (Harwick, 2016). It can also aide in identifying trends in people’s opinions give deeper insights to the problem (Harwick, 2016). Structured and unstructured are the two types of Qualitative methods for collecting data. Focus groups, individual interviews etc.
Introduction Psychological tests are immensely useful tools that are employed not only by social scientists, but also by a variety of other professionals for, among other things, the purposes of collecting data regarding specific populations in order to select target audiences, note changes, and plan development strategies (Lowenthal, 2001). This is not to say that these tests are without fault; aside from the limitations that are specific to each test, problems often arise due to the mismanagement of data as well as by insufficient knowledge regarding how best to present obtained results (Groth-Marnat, 2003). Nevertheless, psychological assessment, when done correctly, is a valuable source of quantitative information and over the years a
He participates in the situation observed. He observes the students teaching and learning process of the Double-Degree classroom program to write the information of the observation. The researcher applies semi-structured interview, the interview is conducted after the teaching and learning activities. The researcher asks about what types of motivation the students have in learning English as EFL on Double-Degree program of Foreign Language Academy (ABA YW-UMI Makassar), how the motivation emerges in the classroom during the teaching and learning processes on Double-Degree program, and their perceptions of Double-Degree program on Double-Degree program and the impact on their achievement. Qualitative data analysis is a way by the researcher to summarize the collected data in dependable and in accurate manner.
It will be recalled that this study aims to identify the effectiveness of 5 Finger Retelling Strategy on reading comprehension of a participant of year three pupils. This review is being divided into three parts. The first part will be about reading comprehension where we are going to look on how people define the term and why it is important in improving
Additionally provide the chapter and page number where this content is be found. (1) The section of the textbook that talks concisely about Response-to-Intervention is found in chapter one on pages 30-31. The textbook describes that RTI is an intervention model for all general education students as a means for identifying students with learning disabilities permitted under the IDEA-2004 law. RTI uses “evidence-based teaching procedures” giving increasing levels of support at each of the three tiers of
In Dr. Louise Spear- Swerlings’ article, she stated that in Kindergarten through third grade, student should be taught five key elements for effective reading abilities, which are phonemic awareness, phonics knowledge, fluency, vocabulary and comprehension. Dr. Spear- Swerling, continued by saying phonic awareness is well develop in normally achieving reader by the end of first grade and by the end of third grade they should have acquired basic phonics knowledge. In addition to children excelling to become good readers, the instructions should be explicit and systematic, following a logical sequence of instruction. For instance, reading a decodable text that’s consisting of words with one syllable before advancing to an authentic text. Dr.
Dingess Elementary has been participating in Specific Personal Learning (SPL) since 2010 with the focus being the five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. We also target writing skills, and math skills. The kindergarten students study phonemic awareness activities from Phonemic Awareness in Young Children. Students in grades 1st and 2nd are given a spelling inventory from Words Your Way and students are placed in groups according to the skills they lack. 3rd and 4th grade students are placed in groups to deal with their weakness on STAR 360 and the WV Summative Test.
Itcan also be used to monitor readiness skills. When using CBM, the instructor provides thestudent with brief, timed samples, or "probes," constructed of academic material taken from thestudent’s school curriculum. In addition, the CBM graphs are able to provide you with greatinformation that can be shared with parents, teachers, and administration. CBM is an effectivetool when determine if a child should be retained or not.Progress monitoring is extremely important, and should be done frequently. Continuingprogress monitoring grants teachers and schools to adjust and modify instruction to expeditestudent growth, success, and learning.