Reading Assessment:: Chapter 5-O'Malley & Pierce

O’Malley & Pierce Chapter 5: Reading Assessment

Chapter five is a chapter that every teacher should read! It is a chapter that describes authentic assessment of reading. It was good to read about the relationship between reading in the first language and reading in a second language. The importance of knowing that reading is not only the combination of decoding and oral language, making inferences and evaluating what is read. It involves knowledge of the world, as well as language knowledge. Using the student’s funds of knowledge was mentioned to enhance reading. Reading in the second language involves the same process as the first language. The differences in first and second language reading are that in the level of proficiency and the student’s experiences. Experiences in learning to read may vary for each individual in learning to read, some may have extensive learning to read experiences, while some hardly have any experience. It was suggested in the reading, that it would be beneficial for the second language learner be taught reading by building the activities and lessons on the prior knowledge and experiences of the students.
Providing time in the classroom in teaching reading overall is said to increase reading acquisition. Making connections to student’s prior knowledge and experiences, collaboration with peers are all part of leading a student to become a proficient reader. This is a very important aspect that most teachers need to remember, especially in my region; the social nature of learning. The community, be it peers, family, community at large is a very important element in child rearing and teaching. Having the students observe and then have them try it on their own. If they don’t succeed, they need to be taught directly (be it comprehension skill, or other reading elements.) and then have them try it, then assess.
The process for authentic assessment in reading involves identifying purpose, plan for assessment, involve students, develop rubrics/scoring procedures, and setting standards. The chapter did an outstanding job of providing examples of assessments to use in assessing reading. It was helpful to read about the examples of types of comprehension activities to administer in assessing students. I think that retelling using story maps would be most effective for my students. I would have the students draw, because my students are emergent second language learners. Another good assessment tool would be a student reading journal log, where I would have the students write or draw what they have learned in our reading and writing lesson. Of course I would have to model and teach the students what this would look like and my expectations. The teacher observation list was helpful in that the chapter also provided excellent examples of what these look like.
Overall, this was a good chapter to study and read. It provided concrete examples that I could look at and study.