Can you count on test results? No.
Although the results may accurately reflect your child’s current abilities, you can’t be absolutely sure. No test, even the kind matched to your question (see previous postings), is perfect. Every score inevitably contains error. Moreover, even a test designed to answer your question might be a poor test.
How then should you deal with this uncertainty? I suggest three things. Read more...
- Read the Mental Measurements Yearbook to assess the strengths and weaknesses of whatever standardized tests your child takes. Often, its in-depth test reviews are highly informative. Most large libraries carry the Yearbooks.
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Assessing small improvements in word recognition and fluency requires weekly assessments. One quick and valid way for teachers to assess progress in word recognition and fluency is to ask the child with reading disabilities to read aloud, once weekly, for 60-seconds, from material at or slightly below his instructional level. As he reads, his teacher (or an aide) counts the number of words correctly pronounced. This figure is charted.
If, for several weeks, the number of words read correctly on these 60-second oral reading probes continues to increase, your child is probably making progress; if, however, it remains flat or decreases, he’s probably having difficulty. This requires school personnel to investigate the problem, collect and analyze relevant data, and probably modify his program. Read more...
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All homework materials should be at the struggling reader’s independent level. Informal Reading Inventories, often referred to as IRIs, can help identify this level. Generally, the phrase “independent level” refers to materials that slightly challenge the child with reading disabilities and which, if he makes a modest effort, result in successful practice and application of what he “just about” mastered in class. To succeed with these materials, he doesn’t need anyone’s help; even in less than perfect circumstances, they’re unlikely to stress or frustrate him. Read more...
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Informal reading inventories (IRI’s) can help to answer this question by estimating your child’s instructional level. Generally, the phrase “instructional level” refers to new materials that slightly-to-modestly challenge your child and which, if he makes a modest-to-moderate effort, results in success and growth. When instructional level materials are used, the teacher needs to work with your child, teaching him how to read these materials, giving him feedback, and helping him correct any mistakes he makes in practice and application activities. Instructional level materials don’t stress or frustrate him. Read more...
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Many struggling readers hate homework. Listening to them often tells you why: “It’s too hard…. I can’t do it…. I’m too dumb…. No matter how hard I try, I fail…. It frustrates me…. I can’t do so much homework. ”
To avoid fighting with your child about homework, to avoid assaults on his motivation and self-confidence, and to make homework a tolerable or, even better, a positive experience, you need to meet with your child’s teachers to develop a plan for improving his reading. It’s critical that the plan consider homework. By not adhering to sensible homework practices that support your child’s progress in reading, teachers may well devastate his chances of becoming a proficient reader. Read more...
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Heidi Anne Mesmer and Staci Cumming of Oklahoma State University have offered essential advice on improving the reading abilities of struggling readers. Unfortunately, schools often ignore their advice. Doing so imperils the future of struggling readers. First their warning; then their advice:
Their Warning:
“Many struggling readers are being asked to read books that are simply too hard …. For struggling readers the consequences of text-reader mismatches are disastrous and far-reaching. Often these students fall further and further behind…. Making sure that struggling readers have books that they can read is an absolute imperative.” Read more...
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