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1 Informal Reading Assessments for PreK-3 Literacy Learners Terry Ann Gordon Master’s of Science in Education, Walden University READ- 6709 Dr. Ruby Willey-Rendon January 28, 2024 1

2 Informal Reading Assessments for PreK-3 Literacy Learners At an early age, children develop literacy skills and progress through different stages of their lives. According to Reutzel and Cooter (2019), "Literacy is the ability to read and write well" (p.5). It is essential because it is a fundamental skill that underpins every aspect of our personal, academic, and professional lives. It empowers individuals to comprehend information, express their thoughts, and engage effectively in various contexts. "To learn literacy well, students need meaningful purposes for engaging in literate practice and opportunities to use literacy for a broad range of life activities related to goals and desires beyond the moment of instruction" (Hull & Moje, 2012, p.54). Educators should provide opportunities that expose children to meaningful literacy, which will afford them the environment they need to develop their literacy skills. Utilizing informal reading assessments helps teachers identify students' literacy strengths, areas of improvement, and how best to meet their needs. For my informal reading assessment, I assessed a third-grade student who struggles with reading. Before I began the assessment, I conducted an informal interview with the student. Informal interviews help educators learn more about their students (Walden University, 2014g). This helped me build rapport with the student, making her comfortable and engaged. After asking the student several questions about herself, I gathered information about her reading habits or attitudes, preferences, and experiences with literacy. "Motivated readers hold positive beliefs about themselves as readers, and motivation is crucial to reading engagement" (Seitz, 2010, p.31). The types of books or stories she enjoys reading are fictional or enjoyable stories. Though she loves to read, the student said she only does it sometimes outside school. When asked about her favorite subject, she told me it was reading. I used the Dolch Sight Word Assessment to evaluate the student's word recognition skills. I explained to the student that she would read a list of common words in written text. 2

3 The student went through a list of 41 grade-level words. I showed her the words individually and instructed her to read aloud. As the student read through the words, I recorded her responses, noting correctly and incorrectly identified words. From the forty-one words, the student could identify thirty words correctly, giving her an overall score of 73 percent. This assessment tool gave me insight into the student's ability to identify and read common vocabulary, which is essential for fluent reading. According to Bashir and Hook (2009), "Automatic word recognition is critical to developing reading fluency (p.196). Following the word recognition check, a fluency check was done. Fluency is the ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading, such as decoding" Meyer & Felton, cited in Bashir &Hook (2009, p.197). To check the student's fluency skills, I presented her with a copy of a third-grade-level fictional text. This text contained 147 words. I used the running record tool to note the student's errors or miscues. I begin by explaining to the student that she will be given one minute to read the text aloud, and at the end, I will ask her some questions. As the student began reading, she used minimal expression since she was reading word by word in a monotone voice. She did not acknowledge punctuation marks, stress, and intonations. The student could read 110 words per minute (wpm)with seven errors. Mispronunciations, omissions, insertions, repetition, and substitution were some of the common errors made by the student. Overall, the student scored a 70% accuracy. Running record is a form of organized observation of a student's oral reading behaviors that enables the teacher to observe how these behaviors evolve (Briceño & Klein, 2018). The running record tool was beneficial as it gave me a detailed understanding of the student's reading abilities, including her accuracy, rate, and expression. This will help me offer targeted interventions to improve the students' fluency skills. 3

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4 Fluency and comprehension are interdependent, significantly influencing each other (Bashir & Hook, 2009). I used oral comprehension questions to check the student's comprehension skills. I asked her literal, inferential, and vocabulary questions. The student earned 5 out of 10 points, giving her a 50% score. As the questions were asked, the student answered the literal questions speedily and accurately; however, inferential questions requiring inferences and drawing conclusions about the text were challenging for her. She also struggles with vocabulary questions, which require her to understand the meaning of specific words within the context of the text. This comprehension check gave me immediate feedback on the student's understanding and helped me identify specific areas where the student struggles. With this knowledge, I can provide her with frequent interventions to monitor her comprehension progress and to inform future lessons. Based on the assessment results gathered for the student's word recognition, fluency, and comprehension skills, the next steps for instructional planning involve providing targeted interventions to address the student's specific needs. Since the student has a reasonably strong word recognition ability, the next step would be a spelling inventory to assess her ability to spell words, providing additional insights into her understanding of phonics, spelling, and application of language rules. For fluency, I would implement repeated reading and guided oral reading to enhance her reading ability with accuracy, speed, and expression to help the student improve her poor fluency skills. I would employ listening comprehension techniques to improve her comprehension skills, where I would read to her and model answering questions, then have the student answer questions while guiding her. One technology tool that can support this diverse learner based on the assessment is ReadWorks. It fosters students' motivation with independent reading practice and immediate feedback to improve their independent learning in reading (Molina, 2019). ReadWorks provides a vast collection of comprehension passages, supports vocabulary development, and 4

5 improves students reading fluency by modeling fluency. This tool allows teachers to select passages that align with students' interests, needs, and reading levels. In conclusion, the journey of literacy development for young learners is a multifaceted exploration encompassing various skills and strategies. Educators can cultivate a love for reading through informal reading assessments and lay the groundwork for a lifelong relationship with language. Utilizing tools like Dolch Sight word assessment, running records, and oral comprehension questioning offers a complex understanding of individual strengths and growth areas. The importance of informal interviews cannot be overstated, as they provide a holistic perspective on each learner. A personalized and technology-enhanced approach, such as ReadWorks, ensures a dynamic and adaptive learning experience. By addressing individual needs, instilling a passion for reading, and integrating technology effectively, we pave the way for literacy success for all learners. 5

6 References Bashir, A., & Hook, P. (2009). Fluency: A key link between word identification and comprehension. . Language, Speech, & Hearing Services in Schools, 40 (2), p.196. Briceño, A., & Klein, A. F. (2018). Running records and first grade english learners: An analysis of language related errors. Reading Psychology , 39 (4), p.336. Hull, G. A., & Moje, E. B. (2012). What is the development of literacy the development of. Commissioned papers on language and literacy issues in the Common Core State Standards and Next Generation Science Standards , 94(1) , p.54. Molina, C. (2019). The Impact of a Teacher’s Implementation of the Readworks Digital Reading Program on Second Graders’ Reading Fluency and Comprehension Test Scores (Doctoral dissertation, Old Dominion University). Reutzel, D. R., & Cooter, Jr., R, B. (2019). Teaching children to read: The teacher makes the difference (8th ed.). Boston, MA: Pearson. Seitz, L. (2010). Student Attitudes toward Reading: A Case Study. Journal of Inquiry and Action in Education , 3 (2), p.31. Walden University, LLC. (Producer). (2014g). Informal reading inventory [Video file]. Baltimore, MD: Author. 6

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7 Appendix A Informal Reading Assessments Data Informal Interview Loves reading. Reading is her favorite subject Word Recognition 30/41 - Sight Words Missed Words: thought, waist, enough, breathe, actually, laugh, bring, seven, bring, own, hurt Fluency check using Running Records 103/147 70% Accuracy Miscues: mispronunciations (2), omissions (1), insertions (1), repetition(2), substitution (1) Comprehension check using Oral Questioning 5/10 Recall question were easily answered, inferential vocabulary type questions posed a challenge. 7

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