RED 0590RED 0590Dr. Melinda Prague

Summer 2015Chat 2

Dr. Melinda PragueSummer 2015

Chat 2

Assignment 2Case Studies of Four Children

• Part One: Administering the Testsa. Refer to major theories in the foundational areas as they relate to reading as appropriate assessments are considered. Explain, compare, contrast and critique the theories. b. Compare, contrast, use, interpret, and recommend a wide range of assessment tools and practices; standardized tests, informal assessments, and technology-based assessments. Demonstrate the appropriate use of the assessments and train classroom teachers to administer and interpret the assessments.

• For the following four assessment tools, demonstrate their appropriate use, and train teachers to administer and interpret them:

• The Concepts about Print Test (p. 106), (pages vary depending on edition)

• The Multidimensional Fluency Scale (p. 205),

• The Reader Self-perception Scale (p. 291),

• Oral Language Checklist (p. 82).

• Administer them to four children, one of whom should be a special needs child or an English language learner. Administer The Concept about Print Test to a child who is between three and six years old. The Fluency Scale can be administered to any age child. Administer The Reader Self –perception Scale to a middle or high school student, and the Oral Language Checklist to an elementary age child.

• administered to any age child. Administer The Reader Self –perception Scale to a middle or high school student, and the Oral Language Checklist to an elementary age child. (IRA3.1).

Part Two: Planning for Intervention

• a. Assist classroom teachers in using assessment data to plan instruction for all students. Use in-depth assessment information to plan individual instruction for struggling readers. Collect, analyze, and use school-wide assessment data to implement and revise school reading programs. Collaborate with other educational professionals to implement appropriate reading instruction.

• b. Support the classroom teacher in the use of a wide range of curriculum materials that match the reading levels, interests, and cultural and linguistic background of students, and assist the teachers in selecting the most appropriate strategies that best meet the needs of the students. Explain the evidence base for selecting the practices and demonstrate the options.

• c. Research several theories and methods in reading, critique the theories, compare and contrast the strategies.

Part Three: Reporting the Results

• a. In a written report, clearly outline and interpret the results of the tests, help teachers select appropriate options, and explain the evidence base for selecting the practices to best meet the needs of all students.

• b. Communicate the assessment information to various audiences for instructional purposes. Share your results and recommendations with other classroom teachers, reading specialists, reading coaches, literacy coaches, parents, and the teachers of the children who were used in the case studies. Share results in an effort to help teachers improve their practice.

Scoring Rubric

Project Administration InterpretationSuggestions for Teaching

Total Possible Points

1 5 5 5 15

2 5 5 5 15

3 5 5 5 15

4 5 5 5 15Total 60