Copyright 2006, Amanda Burleson, Reich College of Education, Appalachian State University

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T.O.C by Artifact

T.O.C. by Standards

Artifact #1

Artifact # 2

Artifact # 3

Artifact # 4

Artifact # 5

Artifact # 6

Artifact # 7

Artifact # 8

Alignment By IRA Standards



These artifacts are comprised of two case studies and their components in addition to a final examination, all developed while taking Reading Assessment and Correction.

Reading Assessment and Correction

Samples from Case Study #1 Third Grade Girl

Cover Sheet

Word Recognition Inventory (Sample)

Informal Reading Inventory (Sample)

Assessment Analysis Write-Up

Spelling (Sample)



Samples from Case Study #3 Third Grade Boy

Cover Sheet

Word Recognition Inventory (Sample)

Informal Reading Inventory (Sample)

Assessment Analysis Write-Up


 Final examination


Context:  While taking, Reading Assessment and Correction, taught by Dr. Darrell Morris, I learned the importance and of reading assessment.  Students must be assessed, before I, as a Literacy Specialist and former classroom teacher, know where to begin to teach them based on their instructional reading level.  The assessment that is given to determine a student’s instructional reading level should have several components.  The components are word recognition, silent reading, oral reading, and spelling.  I learned in Reading Assessment and Correction not only how to administer the assessment, with precision given to each component, especially word recognition, but to also grade the assessment and use the results to determine reading instruction.  After diagnosis of specific reading areas, I learned strategies to support students in the areas in which they needed to improve.  I realized by doing several assessments and gaining practice, that although there may be ranges that are used to score an assessment, each student is different and therefore exposure to a variety of assessment samples, aided me in understanding how student differences factor into the diagnosis. 

          In addition to learning how to diagnose reading problems and tailor instruction to improve weak areas, I explored possibilities of reasons that cause reading problems.  Through reading philosophical and theoretical articles and books, I explored reasons for reading disabilities and learned how to place readers on a continuum of students who are going to learn know matter what, teachable students who, with guidance and good instruction can progress at a steady rate, then tutorable children who even with good instruction require one-on-one pull out support services, and then those who have true reading disabilities such as dyslexia.  I demonstrate my understanding of reading assessment and how to place readers on a continuum with the final examination and two case studies.


Impact:  Reading Assessment and Correction was the first class I took as a part of my Reading Masters Program.  At that time I was a third grade teacher, and was able to take the information and knowledge about diagnosis and apply it to students in my classroom.  Through my class readings, I also began to understand the necessity of support programs such as Title I and EC.  No matter how many strategies I have, some students will always need one-on-one instruction to supplement the classroom teacher’s instruction.

          The following year, I became the Title I Reading Teacher and this year the Literacy Specialist of a Title I School.  Without the knowledge, background, and experience tutoring in the follow up class, RE 5725 Practicum in the Clinical Teaching of Reading, I would not have had the necessary assessment tools and interpretation to prescribe rigorous lessons to target and support specific areas of reading; print processing or comprehension.  I know use similar assessment tools developed by Watauga County Schools and Appalachian State University.  Every year I use specific assessment instruments based on student’s developmental level, at the beginning, middle, and end of the year to diagnose student reading and demonstrate achievement.  These assessments then help me as the Literacy Specialist, to determine what students should be selected based on specific criteria.


Standard A: Instructional Expertise

These artifacts I developed while taking Reading Assessment and Correction demonstrate my evaluation of theoretical and philosophical based and ability to modify learning environments based on reading assessments Because of my role as Literacy Specialist in a Title I school, I have directly incorporated my learning in Reading Assessment and Correction and Practicum in the Clinical Teaching of Reading.  I use my clinical and diagnosis skills everyday when teaching.


Standard B:  Knowledge of Learners

The two case studies and the final exam developed while taking Reading Assessment and Correction display my increased understanding and a respect for student differences and exceptionalities.  It was while taking this class that I realized as a classroom teacher, that just my instruction alone was not enough, that some students require one-on-one intervention in efforts to help struggling readers progress at a consistent rate.


Standard C: Research


By administering the reading assessment with the components of word recognition, silent reading, oral reading, and spelling, I am able to collect data in effort to formulate appropriate-reading lessons. 


Standard D:  Content Knowledge

These two case studies and final exam developed demonstrate my depth and breadth of knowledge and skills in the area of reading instruction.  I can apply the knowledge of t he discipline to reading in individual, small group, or whole-class reading.  The ability to diagnose a reader is a wonderful advanced skill for an educator to have.