Professional Documents
Culture Documents
2. Ask the student to read the story aloud to you and then at the end tell you what
the story was about.
3. You should familiarize yourself with the following scoring information prior to
administering this assessment:
Self-correction (no Capital SC above the word to indicate child has self-
error) corrected
error)
5. If the student reads a word incorrectly or substitutes a word, record what is said
above the actual word.
6. As the student reads, pay attention to his or her behavior. Is the student using
context clues (from the sentence or pictures), structure (language sounds correct)
and visual cues (using beginning sounds, familiar word chunks, etc.) to read words
and gather meaning?
7. Intervene as little as possible when a student is reading.
8. If the student is stuck on a word, wait 5-10 seconds before you tell him or her,
the word.
9. After the reading, ask the student to tell you about what he or she has just read.
Make notes on the following:
Can the student tell you what happened in the story in his or her own words?
Does the student include the different parts of a story (the characters, setting,
events, problem and resolution)?
Can the student identify the main idea and supporting details?
3
Does the student use some of the vocabulary found in the text?
Is the student's retelling minimal, adequate or very complete?
95 (total words read correctly) / 100 (total words read) = 95% word accuracy
Use the accuracy rate along with the information gained in the student's story
retelling to determine whether the text the student read was too easy, just right, or
too difficult for the reader. Below is a general breakdown to use to help guide you
when choosing texts for students:
89% and below Too difficult; the text is frustrating for the reader
If a student can read a book with 100% word accuracy but can only give a minimal
retelling of the story, do not choose a higher leveled book. We read to get meaning;
if a child is not getting meaning from a text they must be instructed on
comprehension strategies. Word accuracy without comprehension is not
acceptable.
Giving an oral reading accuracy assessment and asking a child to retell reveals
many things about a child's reading ability. There are other things to be on the look
out for and can be taught in the moments following this assessment:
Has the student mastered directionality, letter-sound correspondence, return sweep,
etc?
4
Did the student make "good errors" when phonetically reading a word (i.e.,
reading islandas "is land" instead of "eye land")?
Was there an attempt to self-correct errors?
Did the student attempt to decode an unknown word?
Was the student's reading slow and labored, or fluent?
Did the student use expression while reading?