Please enable JavaScript.
Coggle requires JavaScript to display documents.
Assessing word identification and fluency - Coggle Diagram
Assessing word identification and fluency
word level reading skills foundational to comprehension
dyslexia, mixed, compensating struggle with word-level reading difficulties
a student can decode but still have a limited sight vocabulary
word level reading fluency is a key factor that distinguishes skilled readers from struggling readers
knowing which word identification tests test decoding versus guessing to distinguish between those who are familiar with the words and those who are decoding
reading fluency directly impacts reading comprehension
competitor
word that looks or sounds similar to the target word
expect/expert where expect is more common in their vocabulary
test instant word recognition
those who answer less than a second are students who show that as a familiar word in their head.
longer initial response time suggests that word is not in their sight-word vocabulary
informal indicators:
gets the word right in context but not in isolation
pronounces a particular word inconsistently
pronounces the word slowly
self-corrects
pauses during the correct pronunciation of the word
puts the stress/accent on the wrong syllable
pronounces the word with at least one unusual sounding vowel or consonant different from how they would orally say it.
assessments
TOWRE-2
Sight word efficiency
Phonemic decoding efficiency
timed word reading measure
students read from a list of words of increasing difficulty
students who rely on decoding will get a lower score
TOWRE-2 Caveat
not as suitable for middle/high school
can be 5-10+ higher than normal scores because of easier words they know in their sight words
recommended for K-5
KTEA-3
Timed/graded
two sections for word recognition fluency
section A for grades 1-2
uses very basic words, does not get more difficult as test progresses
Section B for 3- adulthood
starts with basic words and progresses to more difficult words
TOSWRF-2
unconventional reading test
takes 5-6 minutes
can be administered individually or in a group
student must put a slash in the words as words do not have spaces in them
students with extensive sight vocabularies find task less difficult
TOSWRF-2 Caveats
not as challenging for middle/high
short timed test
recommended for elementary
examines scope of sight vocabulary as long as no fine motor issues
WIAT-III
not as useful since it gives up to 3 seconds to respond to a word
WJ-IV ACH
word level reading test that assess word-reading accuracy in the context of sentences
theme continues from one section to the next
not timed
not a reading comprehension task
word reading fluency subtest
students see rows of words on a page with four words per row and have to determine which two go together.
language and metacognitive component
word identification subtests
should be interpreted next to timed word-reading tests and nonsense word reading tests
helps to reflect on student skills and next steps
four fluency tasks
RAN (digits, letters, objects, colors)
word-level fluency (real words & nonsense words
sentence-level fluency
timed tests: WJ-IV ACH Sentence Reading Fluency, The Test of Silent Reading Efficiency and Comprehension, The Test of Silent Contextual Reading Fluency-Second Edition, and KTEA-3 Silent Reading Fluency
passage-level fluency
requires integration of multiple reading-related skills and facilitator of reading comprehension
students who can effortlessly read the words in a passage can focus their attentional and working memory resources on the meaning of that passage.
Illusory Fluency
student may read quickly and accurately but lack prosody
encourage, model, practice to correct
compensators and mild dyslexics
lack of prosody indicates little attention or working memory available for prosody or comprehension
what should teachers do
repeated readings
need orthographic mapping to turn unfamiliar words to familiar words