Reading

Assessment

Level 1 English

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Jimerson

Ongoing design and publication of this site is completed by Shane R. Jimerson and Jeff R. Klein.  Please forward comments regarding this site to Shane R. Jimerson.  This page was last updated 3.9.98.  © 1998
 

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The Issue
 
Appropriate early reading assessment is a necessary component of accomplishing all of our national educational goals.  This is because reading is a critical factor influencing subsequent knowledge acquisition.  Current assessments of early reading skills identify children with gross reading abnormalities, however, many children with minimal reading skills continue to fall further and further behind their peers.  Implementing successful interventions is increasingly difficult the further a student deviates from a typical trajectory.  Thus, the early identification of reading problems is essential in facilitating the education of the children in our nation.

Part of the Solution
 
The ORAL1E-J is an oral reading assessment which has been designed as an efficient and effective assessment to address a variety of educational issues:  identify students in need of remedial assistance, describe what the students’ skills are, evaluate the progress of students across time, and provide a performance based measure for accountability at all levels.  This assessment strategy is based on a decade of research.

 Both Effective and Efficient
 
An optimal early reading assessment must be both effective and efficient.  In the classroom an effective assessment provides information to identify which children are making adequate progress and which children are at risk of falling behind.  The same assessment should provide data describing the reading skills that the child has, be capable of follow-up evaluations, and provide an estimate of reading achievement to be used for accountability at all levels.  An efficient classroom assessment is one which is effective and also requires minimal “resources.”  Resources include the time of professional educators, the learning time of each student, and financial costs.

The Basic IDEA

Identification for intervention and assistance
       -Identifying children having reading difficulties (in first grade!)

Description  (individual / classroom / program / schools)
      -Providing information on reading letters, words, sentences, ...

Evaluation  (individual / classroom / program / schools)
      -Providing ongoing monitoring of student progress

Accountability  (individual / classroom / program / schools)
      -Providing a standard reading measure for each student

Basic Purpose
 
The purpose of this assessment is to determine how well the student reads text aloud.  A decade of research has illustrated the validity and reliability of examining the number of words read correctly per minute in estimating students’ future reading success (Deno, 1985, 1991, 1996; Fuchs, 1982; Marston, 1987, 1995; Marston & Magnusson, 1988; Shinn; 1989, 1997; Tindal & Marston, 1990).

Basics of Administration
 
Essentially, you will be listening to the student read brief passages aloud for one minute.  The student is to read aloud to you as if they were reading aloud in class-- this is not a race.  If you believe the student is reading “artificially” fast, stop the student and ask them to read aloud in their normal manner.  The following instructions specify the sequence and script to be used with each student.  It is essential that you follow the instructions as specified such that each student is administered the assessment in the same manner.  You must be familiar with these materials and confident with the procedure prior to administering the assessment.
Know the A,B,C’s and 1,2,3’s of the ORAL1E-J!
 
A.   Assessment Area
 
The assessment area must be a quiet area where you can listen to the student read without distractions for the student.  The student should be sitting comfortably.  The corner of a classroom in session is inappropriate.
 

B.   Build Rapport
 
Greet each student with a smile, tell them your name and that you would like them to come with you to look at some letters and words.  While walking with the student to the assessment area ask them friendly questions.  For example; How is your day going?  Did you do anything fun at recess?  What is your favorite thing about school?  This should not take an excessive amount of time, but it is important to establish some rapport such that the child is comfortable during the assessment.

 When you are seated in the quiet assessment area explain the following to the child;

“We will work together for about 10 minutes.  I will ask you to identify some letters and read a few words.  While you are speaking I will be writing some things down.  I want you to try your best and if you get stuck I will help you.”

“Do you have any questions?”

“Okay, let’s get started then.”
 

C.  Charge ...
 
You begin the assessment now.
 
1. Recognizing the Letters of the Alphabet
 
The purpose of this task is two-fold.  1.  This will provide a screener to sort out those children who are “non-readers.”  These are students who would have a very difficult time reading even the simple passages.  Non-readers are exempt from attempting to read aloud in an effort to make this experience a positive one for each child.  2.  In addition,  pronouncing each letter of the alphabet identifies which letters the child does not recognize.  It is possible to see growth in non-readers by monitoring alphabet recognition across time.

 As you listen to the student pronounce each letter you will record the letters which the student mispronounces on the student’s score sheet.  Use the following script when administering the alphabet recognition page of letters.

 NOTE: It is critical that you time the letter recognition for one minute.

 
2.  Reading the Sight Words
 
If the student correctly identified fewer than 20 letters in the first minute, then proceed to the list of 10 sight words.  As you listen to the student read the 10 sight words, place a mark on the score sheet to identify how many sight words the student mispronounces.  Use the following script when administering the 10 sight words.

NOTE: The sight words are not timed.

NOTE:  If the student identified fewer than 20 letters and finished the 10 sight words-- the student is finished.  Congratulate the student on how many letters and words they know, their excellent effort, and return with the student to the classroom.
 

3.  Reading the Short Passages

 If the student correctly identified at least 20 letters in the first minute, then proceed with the short passages.  As you listen to the student read the short passages, you will record the errors by placing a check on the student’s scoring sheet in the location next to the passage labeled “errors.”  In addition, you will rate the student’s “reading expression” for each passage.  Use the following script when administering each of the short passages.
 

NOTE: It is critical that you count the words and errors for exactly  one minute.
 

NOTE: Be certain to follow the Oral Reading Assessment Scoring Rules.
 

Rating the Reading Expression
 
You will use the reading expression rubric to provide a rating of reading expression.  Be certain to record the rating after each passage is read.  The reading expression across passages may vary (e.g., 3, 2, 3;  4, 3, 2; ...) or remain the same (e.g., 3, 3, 3; 2, 2, 2; ...)
 
 
After all of the passages have been read the student is finished,  congratulate the student on how many letters they know, how well they read, and return with the student to the classroom.  Remember, be positive and praise the child for their efforts/abilities on the walk back to the classroom!