Getting to know the Literacy Learner.
For my blog post assignment, I chose to work with student B, who is 10 years old, the female student who is in fifth grade recently. Student B is an intermediate literacy student on the view of how most recently she interacts with texts. Student B usually lacks focus and motivation. That is why I got interested in working with her. Still, despite that, she always demonstrates an interest in learning from reading when she is working one-on-one with the instructor and shares that she was very positive to improve her reading abilities.
Assessments are usually very valuable in guiding students to improve their learning skills, such as reading and writing. And other assessments that most teachers use in their classrooms regularly to provide corrective instructions and allow students to demonstrate their success is both cognitive and non-cognitive assessments to provide valuable information about literacy learners.
Non-cognitive assessment:
- The reader self-perception scale.
This always gives the teacher a measurable value of the intermediate-level readers’ attitude towards reading.
This assessment also allows the instructor to administer it to the whole class or as an individual fully.
- The rationale for using this assessment.
As a teacher, I majorly designed this assessment specifically for intermediate-level learners.
This is one of the assessments that usually give much valuable information to the teacher to tailor reading instructions and ecosystems to appropriate students.
Cognitive assessment: running record with miscue analysis.
Cognitive reading assessment, in most cases, focuses on the learners reading behavior such as comprehension, fluency, and vocabulary.
- Under this assessment, the teacher allows the learners to read the text orally.
- When taking this assessment, it gives the teacher enough time to assess decoding ability by examining errors.
The rationale for using this assessment.
It always directs the student on what to be done as it offers ample teacher time to determine and draw the next instructions.
Miscue analysis always informs the instructor about the student intended strategies.
It is always very easy to adapt to including comprehension assessment.
Insights.
Over some period now, as a teacher has come to know the importance of cognitive assessments in informing reading instruction. However, as per the recent data collected as a teacher, I have also come to realize the impact affective elements have on literacy learning and the greater methods I can always use to support positive self-efficacy in my students. By structuring the reading environment to that point usually provides each student with the appropriate support required. As an instructor, I usually encourage reading engagement and motivation, which, to some point, led to increased literacy development.
By analyzing how this data informs instruction as an instructor am now fully aware of the advantages of making changes to both fields of reading environment and instructional content for student learning. I know I understand the ease with which such assessments can be administered, and the total value such information gleaned from them can be for teaching and learning.