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Essentials of assessing, preventing, and overcoming reading difficulties
\"Practical, effective, evidence-based reading interventions that change students' lives Essentials of Understanding and Assessing Reading Difficulties is a practical, accessible, in-depth guide to reading assessment and intervention. It provides a detailed discussion of the nature and causes of reading difficulties, which will help develop the knowledge and confidence needed to accurately assess why a student is struggling. Readers will learn a framework for organizing testing results from current assessment batteries such as the WJ-IV, KTEA-3, and CTOPP-2. Case studies illustrate each of the concepts covered. A thorough discussion is provided on the assessment of phonics skills, phonological awareness, word recognition, reading fluency, and reading comprehension. Formatted for easy reading as well as quick reference, the text includes bullet points, icons, callout boxes, and other design elements to call attention to important information. Although a substantial amount of research has shown that most reading difficulties can be prevented or corrected, standard reading remediation efforts have proven largely ineffective. School psychologists are routinely called upon to evaluate students with reading difficulties and to make recommendations to address such difficulties. This book provides an overview of the best assessment and intervention techniques, backed by the most current research findings. Bridge the gap between research and practice Accurately assess the reason(s) why a student struggles in reading Improve reading skills using the most highly effective evidence-based techniques Reading may well be the most important thing students are taught during their school careers. It is a skill they will use every day of their lives; one that will dictate, in part, later life success. Struggling students need help now, and Essentials of Understanding and Assessing Reading Difficulties shows how to get these students on track\"-- Provided by publisher.
Book
Identification and Characteristics of Strong, Average, and Weak Foreign Language Readers: The Simple View of Reading Model
The simple view of reading (SVR) model proposes that reading comprehension is the product of cognitive domain skills, word decoding, and oral language (linguistic) comprehension, and that decoding and language comprehension make separate, independent contributions to reading comprehension. The SVR has been supported in both first (L1) and second language (L2) reading research as a viable model to explain more and less successful reading acquisition and to recommend instructional intervention. This article reviews L1 and L2 reading research that supports the SVR and explains how the model can be used to assess foreign language (FL) reading skills, identify strong and weak FL readers, and identify FL readers' strengths and weaknesses. Specific examples of standardized cognitive and linguistic measures for English and Spanish used to assess word decoding and language comprehension skills are cited. Implications of the SVR model for assessment and pedagogy are discussed.
Journal Article
The simple view of reading and its broad types of reading difficulties
Common depictions of the simple view of reading (SVR), in both research and practice, describe reading comprehension difficulties by using the dichotomous variables of “poor” and “good” for each of its three constructs. But these fail to accurately capture the role the product of the two subcomponents of word recognition and language comprehension plays in defining such difficulties. When the skills in both subcomponents are “good,” most depictions show reading comprehension as “good” – but this is not what the SVR holds. This can lead users of the SVR to both overlook the great variation in reading comprehension skills that are possible within each of the SVR’s defined reading difficulty types as well as misunderstand that reading comprehension may still suffer even when both word recognition and language comprehension do not. This article first reviews the SVR and its main predictions, followed by an overview of the evidence bearing on these. The article then describes how reading comprehension difficulties are defined under the SVR, presenting graphics that employ continuous variables that accurately reflect these definitions. The article concludes with a discussion of classification studies that have investigated SVR-defined reading difficulties and their findings of cases of good skills in word recognition and language comprehension coupled with poor reading comprehension. The article argues that these can be interpreted as consistent with the SVR rather than counter to it.
Journal Article
The involvement of inhibition in word and sentence reading
Individual differences in reading performance between children appear from the onset of literacy acquisition. One possible explanation for this variability is the influence of inhibition in reading ability, a topic that has received very little research attention. Nevertheless, children often make guessing errors characterized by replacing a word with an orthographic neighbor, possibly linked to failing inhibition. The present study aims to evaluate the role of inhibition during word and sentence reading and compare its effects in spoken and motor tasks. Participants comprised 25 children in Grades 2 and 3 (Mage = 8; 2). The children performed five inhibition tasks in reading (words, sentences), spoken (words, sentences) and motor modalities. Within the two reading tasks, inhibition demands were assessed using pairs of orthographic neighbors for which the frequency was manipulated. Accuracy, types of errors, latency, and response times were measured. GLMM analyses demonstrated that children were sensitive to the inhibitory demands of both spoken tasks and of the sentence reading task regarding accuracy, latency, and response times. Indeed, children made more mistakes and were slower when inhibitory demands were augmented. They also made more guessing errors in the word reading task. No such inhibitory effect was found in the motor task. Moreover, correlational analyses revealed that children who showed better inhibitory skills were able to read words and texts more accurately. These findings suggest that children need to utilize inhibitory resources when processing words or sentences and that these inhibitory skills are involved in overall reading ability.
Journal Article
Factors that influence reading acquisition in L2 English for students in Bangalore, India
This study explores the possibility of adapting specific progress-monitoring tools developed in the US for use in English-medium private schools in Bangalore. In the US, many teachers adopt progress-monitoring tools like the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Curriculum Based Measurement (easyCBM) to keep track of their students’ reading abilities. We report on Phase 1 of a longitudinal study that included three phases of data collection. Participants included 1003 students in Grades 1, 3 and 5, and 50 teachers. Both quantitative and qualitative data were collected. Results indicated that students in low-cost schools struggled on all reading measures throughout elementary school; students in middle-cost schools had below average to average scores on reading measures; and students from high-cost schools had average to above average scores on all measures. Moreover, factors like oral language proficiency in English, socio-economic status, school and curriculum increased in their significance in predicting reading as students progressed through elementary grades. Teacher data suggested that the reading goals and instructional strategies varied considerably across schools. Implications for reading instruction and practice within the Indian context will be discussed.
Journal Article
Reading Proficiency in Elementary: Considering Statewide Testing, Teacher Ratings and Rankings, and Reading Curriculum-Based Measurement
Determining the reading proficiency of elementary students is important in the prevailing educational climate of accountability in the United States. Collecting information about reading proficiency can be accomplished using a range of assessment approaches. This article examines the extent to which reading proficiency can be determined across two types of measures-curriculum-based measurement (CBM) and teacher judgment. Using a representative statewide sample of 980 students in kindergarten through sixth grade and their 51 homeroom teachers, concurrent data were collected on Iowa Assessments-Reading, Dynamic Indicators for Basic Early Literacy Skills Next CBMs, and teacher judgments of reading proficiency. Results showed that teachers rated students as proficient readers with high levels of accuracy and Dynamic Indicators for Basic Early Literacy Skills Next CBMs were relatively more accurate for identifying students at risk for reading problems. Recommendations presented here support using teacher and direct assessments for data-based decision making and instructional planning.
Journal Article
L2 Reading Assessment from a Sociocultural Theory Perspective: The Contributions of Dynamic Assessment
Our understanding of assessing L2 reading has significantly expanded in recent years, including both theoretical and practical aspects. There is a growing consensus that reading comprehension involves multiple skills and subskills. Classroom-based assessment practices reflecting such conceptualizations have also become widely utilized. This article explores the Vygotskyan sociocultural theory (SCT) and its implications for L2 reading assessment, with a specific focus on dynamic assessment as an effective classroom-based approach for L2 reading and literacy instruction. We will review the research that has applied DA principles to the assessment and teaching of L2 reading. We conclude by outlining potential avenues for future DA research and L2 reading instruction.
Journal Article
How fast can we read in the mind? Developmental trajectories of silent reading fluency
The silent reading fluency is not an observable behaviour and, therefore, its evaluation is perceived as more challenging and less reliable than oral reading fluency. The present research is aimed to measure the silent reading speed in a sample of proficient students, assessed by an original silent reading fluency task, based on behavioural indicators of the silent reading speed. A total of 325 high school and university skilled students (age range 14–23 years) have been assessed using 3 tasks aimed to evaluate the oral reading speed (lists of words, lists of pseudowords and narrative text) and one task aimed to measure the silent reading speed. The average silent reading speed in our sample was around 12.5 syll/sec, almost double than the oral reading speed rate. The silent reading speed had an increase from 9.13 to 12.38 syll/sec from the first year of high school (ninth grade) to the fifth year of University. Conversely, the oral reading speed remained substantially unchanged for the entire academic course. Our results showed that the reading fluency in silent mode tends to increase up to the last years of University and it may be considered the most rapid and efficient reading mode. This study highlights the importance of including both silent and oral reading modes in the assessment of the older students and young adults, since silent reading is the main reading mode for proficient readers.
Journal Article
Investigating the Relationship Between Oral Reading Miscues and Comprehension in L2 Chinese
Reading comprehension in Chinese as a second language (L2 Chinese) presents unique challenges due to the language’s logographic writing system. Analysis of oral reading miscues reveals specific patterns in L2 learners’ reading processes and comprehension difficulties. Despite established theoretical frameworks for miscue analysis in alphabetic languages, empirical research on miscues in logographic systems such as Chinese remains limited, particularly regarding their relationship with reading comprehension. This study investigates the relationship between oral reading miscues and literal comprehension of Chinese texts among L2 Chinese learners. Sixty-six intermediate-level Chinese learners from U.S. universities participated in the study. Oral reading and sentence-level translation tasks were administered to examine miscues and assess comprehension. Through analyzing the oral reading data, we identified 14 types of oral reading miscues, and they were categorized into four categories: orthographic, syntactic, semantic, and word processing miscues. Results showed strong negative correlations between oral reading miscues and comprehension. Orthographic, syntactic, and semantic miscues were negatively correlated with reading comprehension performance, while word processing miscues showed no significant correlation with comprehension. The findings reveal the complex relationship between character recognition, word processing behaviors, and comprehension in L2 Chinese reading, and suggest a need for a nuanced approach to oral reading error correction in L2 Chinese reading instruction. Based on the findings, pedagogical implications for effective reading instruction and reading assessment in L2 Chinese classrooms are discussed.
Journal Article
The Development of a Critical–Creative Reading Assessment Based on Problem Solving
The ability to think critically and creatively is essential for students to help them thrive in the 21st century. Creative and critical thinking can be measured through problem solving because the assessment contains tasks that require students to find problems, analyze and evaluate problems, and work out the solutions. Therefore, this study was designed to develop a critical and creative reading assessment model based on problem solving and test the validity and reliability of the assessment. The assessment contained problem-solving essay tests that were presented in the form of stories. The material stimulus was news item texts that focused on social problems. The data collected were in the form of mean scores of expert validity testing and practitioner inter-rater reliability testing. The assessment was tried out to 36 students. The validity of the instrument was analyzed descriptively, while the reliability of the instrument was analyzed using analysis of variance (ANOVA) and intraclass correlation coefficients (ICCs) with SPSS 26. The results of the study indicated that the mean score of the expert validity test was categorized high (3.74), and the result of the reliability test showed that there was no difference in the inter-rater assessment because p > .05 and the ICC obtained was excellent (rxx = .716). It can be concluded that the assessment developed in this study was valid and reliable, and thus can be used as an assessment to improve the critical–creative reading skills which are the essential skills needed to survive and thrive in the 21st century.
Journal Article