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Elect Oral Reading Test

Elect Oral Reading Test

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Published by electeducation

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Published by: electeducation on Apr 28, 2010
Copyright:Attribution Non-commercial


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1. Keep the test in a safe place away from the eyes of students. The only two times they should see the test are during the pre-test prior to commencing the first of the video lessons and during the post-test at the completion of the Elect program.

2. All students should be put at ease by you as they come to have the test administered. Tell them to relax and not to be
concerned about their results. Develop a friendly rapport with them and put them at ease.
3. The test is to be administered one-to-one. Hand the student an unmarked copy of the test for them to read from. Be
sure you have filled in the student\u2019s name, age, grade and the day\u2019s date on the copy you will be marking/recording
Be sure to collect back the student\u2019s copy he/she read from at the end of the test.
4. Each student will take approximately 3 minutes to test. Keep the other students at a distance so as they can not overhear
their fellow students being tested.

5. When you are marking and recording on the student\u2019s record sheet try to be sure the student can not see whether their answer is right or wrong. If a student asks whether a word is right or wrong, give a non-definite, yet affirmative answer , such as, \u201cYou are doing well,\u201d or \u201cKeep up the effort,\u201d and move them on to the next word.

6. The test has words grouped in lots of 20. Students should read across each line of words, while the teacher/facilitator
marks and records on the student\u2019s record sheet. Each word the student pronounces correctly should be left unmarked.
If a word is mispronounced, or the student can\u2019t read it, then a small clear dash like a minus mark ( - ) should be
placed at the end of that word. Students should complete the test without interruption. Do not attempt to score or
total the sections of the test while administering the test to the students. After administering the test to all the students
their record sheets can be quickly and easily scored and totalled.
7. Absolutely no coaching or assistance whatsoever should be given to any student during the test.
Step 1 Start with the group of words where you think the student can correctly pronounce all 20 words in that group. The
student is to begin with the first word and read across each line as they work their way down through the test.
Step 2 Let the student read from the test sheet that you have handed to them. At the start, say the following,

\u201cI want to see how many of these words you can read. Please begin here and read each word aloud as clearly and as carefully as you can. ( Indicate at which group to start.) When you come to a difficult word, do the best you can and if you can\u2019t read it, say \u2018pass\u2019 and go on to the next word.\u201d

If the starting group you have selected is too difficult and the student makes even one mistake, go back until you reach an
easier group of words where the student can pronounce all 20 words correctly.
Step 3 After you found the starting group have the student continue reading words from the next advanced group until you find
the slowing group. The slowing group is the group of words where the student mispronounces or is unable to read 10
consecutive words. When the words become very difficult for the student, say,
\u201cLook quickly through this next group of words and only read those words you think you know or can attempt.\u201d
If the student can not correctly pronounce and read any of the words in that group, then this is the stopping group. If the student
can read one or more words in that group, then go on to the next advanced group and give the student the same instructions.
When a student reads very slowly and takes more than 5 seconds on a word, there are a couple of things you can do to
help the student to move along:
1. You can move the student along by saying \u201cpass\u201d or \u201cnext\u201d for the student after 5 seconds have elapsed.
2. You can use a small card, or piece of paper, to cover up a word after 5 seconds exposure thus advancing the
student on to the next word.
1. Every word that the student pronounces correctly within 5 seconds scores a mark. Count as an error each
mispronounced or omitted word, as well as any word which takes more than about 5 seconds to pronounce. (If the
student has a speech defect, such as a stutter, disregard the 5 second interval and allow as much time as necessary.)

Count it an error when a student is uncertain about a word and gives more than one pronunciation, even though one of them may have been correct. Be particularly careful about scoring the word endings as they must be spoken absolutely correctly.

Keep the score by putting a dash, like a minus mark ( - ), after each error.
2. After testing all the students, count the number of correctly pronounced words in each group and record this at the side
of each word group alongside \u201cSCORE\u201d .

3. Be sure to count all words in each word group prior to the starting group. Students automatically get credit for these words. For example, if a student started with Group B then he/she automatically receives 20 marks for Group A and 20 marks for Group B, which was their starting group.

4. Add the numbers of words correct in each word group to obtain the students TOTAL SCORE and record this at the top
of the page.
See the \u201cREADING AGE AND GRADE EQUIVALENT CHART\u201d for the interpretation of the TOTAL SCORE.
Copyright 2005 Elect Education Pty Ltd

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