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In the past I have not had an abundant amount of opportunities to administer various reading assessments and diagnostic techniques. Through the coursework I have participated in I have had the opportunity to learn more diagnostic tests, how to administer the test, and interpret test results. I am still learning, but what I have learned so far has been extremely beneficial for myself, but also my students. Understanding the wide variety of tests and what each tests measures is important. Through our clinical reading class I learned that there are an abundant amount of tests that can be administered to students to determine their ability in a specific area. Knowing that all these tests are available is important, but knowing what test to administer at what given time is the more challenging aspect. As a class each person researched and explained a different reading test. Through these brief descriptions I will be able to select which test to use on which students. I had the privilege of learning more about the Dibels test. (see Dibels Evaluation). From this quick research there were benefits of the Dibels test, but there were also drawbacks. Knowing the positives and negatives to each test will help the person administering know what to look for. A good teacher is constantly evaluating students, but also their own performance. Finding strategies that work for each child is going to be different. By using various assessments such as Dibels, Cooter Flynt Cooter, and many more, one can determine an area that is of concern. I had the opportunity to work with one of my lower readers and used the above mentioned assessments. I then set up a course of action based upon what the student scored low in. We worked together for 2-3 months and now at this stage of the school year she is considered on/above grade level. (Emergent Reader Case Study). If I had not been able to administer the assessment and determine what the student was struggling in, I would not have been able to help the areas that were a deficit. During this time we were working together, I was continually monitoring and observing the progression being made. Students progress can be monitored through giving various diagnostic tests, but their progress can be assessed in a variety of ways. Using multiple measures to assess a student’s progress is important so the teacher can get an overall picture. Within my classroom I use several different assessments to determine students’ abilities. I use a reading formative test, expository and narrative, Dibels Data, Scholastic Reading Inventory scores, and I also look at their reading comprehension and vocabulary score from reading class. By using more than one measure I can determine if a student has a strength in one area and a weakness in another. I can then better meet their needs. Since I have started my Master’s for my Reading Specialist, I have had numerous opportunities to share what I have learned with others. Our school recently evaluated our reading program and I was one of the participants in helping break apart our program with the pros and the cons. Knowing what a well rounded reading program should look like, I was able to provide input. Besides helping with our reading program, I also regularly participate with our Student Improvement Team in providing ideas to help struggling students. To better meet the needs of our SPED students I also aid the sped teacher with progress monitoring students that have reading goals. Together we collaborate and find strategies to best meet the needs of each student. Usually several students can work together on a similar goal, we work hard, and as a result watch the student succeed. Finding what works best for students can be done with one person, but it works much better when teachers collaborate together and toss around a variety of ideas. Teachers need to be willing to take these ideas, try them, and if they don’t work return for more brainstorming ideas. The most important part is that students reach success.
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