Post on 01-Apr-2015
Teaching Adults to Read: Assessment Strategies and
Reading Profiles
2011 ABE Statewide Summer Institute
August 19, 2011
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Introductions
Introduce yourself by name, role, and program.
Talk briefly about the types of students you instruct.
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Agenda
Welcome and IntroductionsReading Profiles and the Adult Reading
Components StudyAssessment Strategies and Reading
Profiles Web SiteUsing Reading Profiles to Plan InstructionClosing
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Objectives
Name the uses of reading profilesExplain what the Adult Reading
Components Study (ARCS) shows about adult learners
Use the Assessment Strategies and Reading Profiles web site
Use assessment results to create reading profiles and to inform instruction
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What Is Reading?
Reading is more…
than comprehension.
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Reading Components
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Reading Components
Alphabetics: The use of letters in an alphabet to represent spoken words– Phonemic Awareness: Knowledge of speech sounds– Word Analysis (Phonics plus): Letter-sound knowledge
Fluency: Ability to read with speed, accuracy, ease, phrasing and expression
Vocabulary: Knowledge of word meanings Comprehension: Understanding a text, or constructing
meaning
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Reading Profiles and the Adult Reading Components
Study (ARCS)
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Reading Profiles
Profiles illustrate a student's pattern of assessment scores on the component skills that underlie reading ability.
Profiles provide a guide for where to start instruction.
Profiles are a tool for practitioners and programs. Students with similar strengths and needs can be grouped for more focused instruction.
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Sample Adult Education Student: Ed
33 years old, single, born in Trinidad
Second time in adult education program
Low socioeconomic statusUnemployed auto mechanicWants a GED to get a good jobComprehension score: GE 6
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Ed’s Reading Profile
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Ed
Reading Comprehension 6
Word Analysis 2.6
Word Recognition 5
Spelling 1
Oral Reading 5
Oral Vocabulary 8
Sample Adult Education Student: Ruth
31-year-old native English speaker who was born and attended school through the 9th grade in Tennessee
Has a GED but poor reading and math skills
Diagnosed with a learning disability
Comprehension score: GE 612
Ed’s and Ruth’s Reading Profiles
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Ed Ruth
Reading Comprehension
6 6
Word Analysis 2.6 7.5
Word Recognition 5 7
Spelling 1 7
Oral Reading 5 10
Oral Vocabulary 8 7
Ed’s and Ruth’s Reading Profiles
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2
4
6
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10
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Rdg comp Word anal Word recog Spelling Oral rdg Oral vocab
test
score Ed
Ruth
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Adult Reading Components Study
676 Adult Basic Education (and 279 ESL) students from 7 states* were interviewed and assessed in:
• Word analysis (phonics) • Word recognition• Spelling• Oral reading • Oral vocabulary • Silent comprehension• Also: reading rate, phonemic awareness, rapid naming, digit span
* Data base used to construct ASRP website profiles
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Adult Reading Components Study Profiles
10 reading profiles are based upon 11 reading skills measuring the components of reading.
Profiles indicate students’ strengths and weaknesses in the components of reading and inform reading instruction.
Instructors’ teaching is more targeted, efficient, and effective because it focuses on missing skills.
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11.211.9
9.2
10.0
11.3
0.0
2.0
4.0
6.0
8.0
10.0
12.0
Gra
de E
quiv
ale
nt
(GE)
WordRecognition
Oral ReadingAccuracy
Spelling Word Meaning(Vocabulary)
Silent ReadingComprehension
ARCS ABE Cluster 1: Strong GED
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4.7
6.1
3.8
8.0 8.1
0.0
2.0
4.0
6.0
8.0
10.0
12.0
Gra
de E
quiv
ale
nt
(GE)
WordRecognition
Oral ReadingAccuracy
Spelling Word Meaning(Vocabulary)
Silent ReadingComprehension
ARCS ABE Cluster 4: High Intermediates with Difficulties in Print Skills/Rate
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7.3
10.2
6.2
4.8
6.6
0.0
2.0
4.0
6.0
8.0
10.0
12.0
Gra
de E
quiv
ale
nt
(GE)
WordRecognition
Oral ReadingAccuracy
Spelling Word Meaning(Vocabulary)
Silent ReadingComprehension
ARCS ABE Cluster 5: Intermediates with Stronger Print than Meaning Skills
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4.2 4.23.4
2.1
3.4
0.0
2.0
4.0
6.0
8.0
10.0
12.0
Gra
de E
quiv
ale
nt
(GE)
WordRecognition
Oral ReadingAccuracy
Spelling Word Meaning(Vocabulary)
Silent ReadingComprehension
ARCS ABE Cluster 8: Low Intermediate/Should-be-in-ESOL
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2.1 2.41.7
3.4
2.2
0.0
2.0
4.0
6.0
8.0
10.0
12.0
Gra
de E
quiv
ale
nt
(GE)
Word Recognition Oral ReadingAccuracy
Spelling Word Meaning(Vocabulary)
Silent ReadingComprehension
ARCS ABE Cluster 9: Beginners
ARCS Profiles and Your Students
ActivityWorking with a partner, think about your current
students. Do any of these profiles match those of your students? Would knowing your students’ profiles be useful to you? If so, how?
You have 5 minutes for this activity. The profiles are on p. 11 of your handbook.
Assessment Strategies and Reading Profiles Web Site
http://lincs.ed.gov/readingprofiles
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Match an ASRP Profile
ActivityGo to Enter Learner’s Scores and enter Ruth’s
scores; then click on the Perform Analysis button.
Now enter Ed’s scores and click on Perform Analysis.
Browse the Comparison of the Three Profiles in the Intermediate Group and the Suggestions for Instruction for Profiles 4 and 5.
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Match an ASRP Profile
Activity In small groups, either read Ruth’s page (p. 14) or
Ed’s pages (pp. 15-16). One person in each group will act as recorder and one will act as reporter.
Within each group, create an instructional plan for either Ed or Ruth. Focus on only one component of reading. You have 15 min. to complete the activity.
We’ll hear a few samples of the instructional plans.
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Composition of a Basic Reading Profile
Assessment of Reading ComponentsSilent reading comprehensionWord recognition automaticityWord analysisSpellingWord meaningOral reading fluency
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Questions and Reflections?
What questions do you have about reading profiles, the Adult Reading Components Study and the Assessment Strategies and Reading Profiles Web site?
How do you think you might be able to use these resources?
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Review
Reading and the Reading ComponentsReading Profiles and the Adult Reading
Components StudyAssessment Strategies and Reading
Profiles Web SiteReading Profiles and Instruction
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Next Steps
Individually, outline your next steps for using what you learned in this session.
Share your next steps with someone nearby.
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Thank you!
Please complete the evaluation forms!
Kaye Beall
kaye_beall@worlded.org
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