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7
Support Materials for Students with Special Education Needs
English K–6
R
eading
ASSESSMENT
How will the evidence be gathered?
Examples of assessment strategies for particular aspects of reading are listed below. These may
involve assessment strategies used for diagnostic purposes. Most of the assessment strategies
below can be planned so that they take place as part of teaching and learning experiences.
Assessing aspects of reading
What am I assessing? How will this evidence be gathered?
Phonemic awareness
• blending
• segmenting
The student:
• undertakes phonemic awareness activities (ie blending
and segmenting sounds)
Decoding accuracy
• recognising
letter–sounds
• blending
letter–sounds
• recognising
whole words
The student:
• identifies letter–sounds (may be from a published
assessment)
• ‘sounds out’ words using letter–sound relationships
(may be from a published assessment)
• identifies high frequency words from a list of words
(may be from a published assessment).
The teacher:
• takes running records of passage reading, recording any
errors, miscues and self-corrections. The running records
are used to determine reading accuracy (% correct)
• analyses the types of errors made by a student
(Westwood 2004) (eg mispronunciation of vowel-sounds)
Decoding fluency
• oral reading fluency
• use of phrasing/
punctuation
when reading
The student:
• reads a levelled passage with the teacher recording the
number of words read correctly in a minute (cwpm)
The teacher:
• observes the student reading, and records anecdotal
notes about the quality of reading (eg expression,
punctuation use and phrasing)
• records reading samples and compares the quality
to previous samples
Comprehension
• levels of reading
comprehension
• strategy use
The student:
• answers oral and/or written questions at each level
of comprehension based on reading of a levelled passage
or text
The teacher:
• observes the strategies used by a student to access
meaning when reading aloud, eg self-correction,
re-reading, etc
• interviews the student about their use of learning
strategies, eg ‘What did you do when you did not
understand the sentence?’