Early Reading Assessment: A

Guiding Tool for Instruction

Melanie N. Saporno 
Paano mo binibigya ng motibasyon ang isang
bata upang magbasa?
Ano ang nakakahadlang sa pagtuturo sa mga
bata na magbasa?

Paano mo natitiyak na natuto ang bata na magbasa?

Wren (2004) - Assessment is an essential
element of education used to inform
instruction.

Rhodes & Shanklin (1993) - These

assessments provide teachers with the
information needed to develop appropriate
lessons and improve instruction for all
students, including students with disabilities.
The Purpose and
Benefits of Assessment
The Purpose and Benefits of Assessment

DeBruinParecki (2004) - Research provides

evidence that specific early literacy concepts
can predict young students' later reading
achievement.
These reading concepts include letter
knowledge, phonemic awareness, decoding,
fluency, and comprehension.
The Purpose and Benefits of Assessment

An effective reading program includes

assessments of all of these concepts for several
purposes.
1. Is to identify skills that need review.
2. Is to monitor student progress.
The Purpose and Benefits of Assessment

3. Is to guide teacher instruction.

4. Is to demonstrate the effectiveness of
instruction.
5. A fifth purpose of assessment is to provide
teachers with information on how instruction
can be improved.
Assessment Examples for
Specific Areas of
Reading
Assessment examples for specific areas of
reading
Rhodes & Shanklin (1993) - There are various
ways to gather assessment data. Teachers can
test students, analyze student work samples,
observe students performing literacy tasks, or
interview students on their reading skills.
The following information describes various types of
assessments for different areas of early reading.

Letter knowledge: the ability to associate sounds with letters

Phonemic awareness: the ability to hear and manipulate
sounds in words
Decoding: the process of using letter sound correspondences
to recognize words
Fluency: the automatic ability to read words in connected
text
Reading comprehension: the process of understanding the
meaning of text
1. Letter knowledge: the ability to associate
sounds with letters

Magpakita ng listahan ng alpabeto at ipabasa

ito sa mag-aaral.
Makilala kung alin ang titik, sa numero at sa
simbolo.
Maiuri kung alin maliit na titik at alin ang
Malaki.
Phonemic awareness: the ability to hear and
manipulate sounds in words
Sa bahaging ito sinusuri ang kaalaman ng isang
mag-aaral kung paano gumawa ng tunog ang
bawat ponemana ginagamit sa pagbuo ng salita.
Gayon din ang kakayahan nilang isama ang isang
ponema sa ibang ponema upang makabuong
bagong salita.
Nabibilang kung ilang ponema mayroon sa isang
salita at kakayahang magdagdag/bawas ng
ponema sa isang salita.
Decoding: the process of using lettersound correspondences
to recognize words

Sinusukat ang kakayahan ng isang mag-aaral na

bumigkas at magbasa ng isang teksto nang
mahusay.
Sinusukat rin ang kanilang kakayahan
nabumigkas ng isang salita o hindi salita nang
malinaw at tama
Fluency: the automatic ability to read words in
connected text

Pinapabasa ang mag-

aaral ng isang teksto
nang malakas sa loob
ng isang minuto.
Reading comprehension: the process of
understanding the meaning of text
Pinapabasa ng isang teksto ang mag-aaral na
angkop sakanyang lebel, pagkatapos ay
magbibigay ng ilang katanungan ang guro upang
masukat kung nauunawaan ba ng mag-aaralang
kanyang binasa.
Hayaan ikwento muli ng mag-aaral ang tekstong
binasa.
Considerations when
Selecting
An Assessment
Considerations when selecting an assessment

Due to the diversity among children, every

assessment will not be appropriate for all
students. Some measures for collecting data are
more appropriate for a specific age level, skill
level, or culture, and teachers often find it
beneficial to use multiple assessments when
gathering information on student performance
(Wren, 2004).
Considerations when selecting an assessment
Different measures provide distinct information.
Students with disabilities who are receiving
special education services have an Individualized
Education Program (IEP).
Most important, assessment must be
instructionally relevant and focused on essential
skills. Therefore, assessments should always be
culturally and linguistically appropriate (Skiba,
Simmons, Ritter, Kohler, & Wu, 2003).
Maraming Salamat sa Pakikinig :)