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Informal Reading Assessments for Literacy LearnersHolley StejskalWalden UniversityDr. ClineLiteracy in Academically Diverse Classrooms – READ 6609jJuly 28, 2019
2Informal Reading Assessments for Literacy LearnersPart 1: Informal Reading Assessments for PreK-3 Literacy LearnersLiteracy learners require assistance and taught strategies needed to advance their growth and development. The National Early Literacy Panel (2004) states alphabet knowledge, phonological awareness, writing name, oral language skills, and concepts about print in preschool children are predictors of success in reading and writing. In this paper, I will reflect ondata analyzed from my literacy student, the different reading assessments administered, and whatfurther steps.I selected to get to know and assess a PreK student from my school named Annalee. She is five years old and an only child. She was born and raised in Macon, Georgia and spoke fluent English. In the beginning I inquired about how many brothers and sister she had. She responded, “I do not have brothers or sisters. I have sister cousins!” Her response informed me from the beginning of her personality.As I began working with Annalee, it shocked me by what stage in her literacy development she displayed. I chose four different informal reading assessments including Concepts of Print, Recognizing Rhyming Words: Do These Rhyme, Initial Consonant Sounds Test, and Alphabet Awareness Task(Reutzel & Cooter, 2016).The first assessment I administered was assessing the concept of print. I used the book Snowball Soup,written by Mercer Mayer (2008). I have always believed it is essential for literacy readers to be equipped with the skills to describe the purpose of books, identify the parts of a book, and recognize certain items on the pages (Appendix A). I quickly concluded that she had spent a reasonable amount of time reading or being read too. The literacy learner did a
3fantastic job identifying the parts of the book but had trouble explaining the purpose of quotationmarks. As I continue to work with her, I will book with examples of quotation marks. The next informal reading assessment completed assessed phonemic awareness, focusing on identifying rhyming words (Appendix B). The assessment required me to read a pairof words and her respond with if they rhymed or not. She missed two pairs of rhyming words because she was unfamiliar with the words “swish” and “malt.” In scoring and analyzing the results, I determined she was above the mean average (Appendix C).

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