![]() In this sense, while comprehension and fluency are related, they are independent constructs which can be assessed (and taught) separately. ![]() ![]() While an IRI may be able to come up with an overall index of skill development, if those two sub-skill areas vary too greatly, that overall index becomes significantly less helpful. As such, it makes sense to assess each sub-skill area independently and identify the child's instructional level for that skill.įor example, a child's skill level with decoding may be very different from vocabulary development. You mentioned that informal reading inventories combine elements such as fluency and comprehension into a single index, but I'd argue that each sub-skill area in reading can be considered/taught independently. In any case, in reading your comments and trying to find consensus and the root our agreement or lack thereof, here are some follow-up thoughts:ġ) First and foremost, I'm sensing a disagreement with my claim that different reading skill/instructional areas can be on different skill levels. For example, I'm not sure if the comment about the idiosyncratic treatment of "instructional" & "frustrational" levels if your comments or someone else - it appears that you are responding with disagreement to that comment, but I personally didn't right that, so perhaps it was another comment? Shanahan for posting my response and addressing my thoughts - I really appreciate your willingness to engage.Īs one reader commented, I too am a bit confused about your response vs. Giving students frustration level text only reinforces that guessing (as does Reading Recovery). You would not blithely advise that teachers assign frustration level text if you had experience taking data as a behavior consultant and saw each time you were in a classroom that students either "act out" or "tune out" as soon as they can not do work with 80 - 85% accuracy.or if someone gave you text with every fourth word in black and then expected you to extract meaning from the text.or if you tested adults who had struggled in reading and listened to them cry about the humiliation they encountered in school when teachers gave them frustration level text (even worse when they might have to read it in front of their peers- bingo, how to get kicked out of class before that happened.) The most difficult part of teaching struggling readers in middle school who have learning disabilities or who experienced dysteachia and never had the explicit phonics they needed in kindergarten, is trying to get them to stop guessing at words in text which most of the time they do inaccurately.
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