Matching Our Knowledge of Reading Development with Assessment Data

Abstract

Purpose – To provide details on using assessment data as instructionally informative tools, and how those tools are strengthened when matched with knowledge of reading development.

Design/methodology/approach – Using a second grade team as an example, the chapter provides an overview of how assessments inform us about students' reading abilities, and then discusses the instructionally informative nature of reading assessments.

Findings – The chapter is focused on the work the second grade team is doing to incorporate informative assessments in their instructional planning. The team is viewed as a case for how to administer and analyze assessment data, and then plan appropriate instruction based on the assessment results.

Research limitations/implications – Focusing on one primary grade instructional team does not allow for generalizability across grade levels, or instructional contexts.

Practical implications – Useful for practitioners interested in incorporating literacy-based, data-driven decision-making in their professional learning communities.

Originality/value – Offers a case with the step-by-step approach taken by second grade teachers in making instructional decisions about students using literacy assessments.

Citation

Dennis, D.V. (2012), "Matching Our Knowledge of Reading Development with Assessment Data", Ortlieb, E. and Cheek, E.H. (Ed.) Using Informative Assessments towards Effective Literacy Instruction (Literacy Research, Practice and Evaluation, Vol. 1), Emerald Group Publishing Limited, Leeds, pp. 177-196. https://doi.org/10.1108/S2048-0458(2012)0000001009