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Copyright 2006, Amanda
Burleson, Reich College of Education,
Appalachian
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Artifact # 6 |
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
Samples
from Case Study #3 Third Grade Boy
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 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 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.
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