Hi,
 
The discussion during this week has focused mostly on reading fluency.
I'm also interested in folks thoughts about the decoding/word
recognition skills of low level readers.  Specifically, do you think
that such skills can be improved to high, automatized skill levels such
as one sees in an average college student - automatized, fluent, ease?
Or is it too late? Has anyone met success?  Does anyone try?  Do you
think reading fluency training is sufficient to improve a poor, slow
decoder and word recognizer?  Will vocabulary instruction be sufficient?
Do you think there is a useful distinction to be made between decoding
(sounding out novel words) and word recognition (quickly recognizing
words one has seen before).
 
A lot of questions, but all just one theme.  
 
If that theme seems tired to you, a focus on comprehension skills - are
you completely satisfied with the measures you have to help you
understand how well students comprehend?  And what is your
definition/concept of reading comprehension?
 
Thanks,
 
John

________________________________

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of Marie Cora
Sent: Friday, May 29, 2009 7:43 AM
To: Assessment at nifl.gov
Subject: [Assessment 1940] Last Day for Reading Discussion


Hi everyone,
 
Today is our final day of our guest discussion on Low Level Reading and
the NAAL results.  
 
I sent out a series of questions yesterday that asks people to focus in
more on the report itself:  methodology, the results it discusses, and
the like.  Please take a look back at those questions from yesterday and
see if there isn't a question or two that sparks your interest.  
 
Also - please feel free to carry on with any other topics - such as the
ones on fluency and DIBELS.
 
For full information on this discussion, go to:
http://www.nifl.gov/lincs/discussions/assessment/09readingskills.html
 
Marie
 
Marie Cora
Assessment Discussion List Moderator
 
 

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