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1Getting To Know The Literacy LearnerTunisia AnanabaMaster of Science in Education, Walden UniversityREAD 6727: Reading and Literacy Growth Grades 4-6Dr. Linda HolcombMay 28, 2020
2Getting To Know the Literacy LearnerUsing Assessment to Inform InstructionUnderstanding and getting to know students is one of the most important areas that aneducator can take time to master. Walden’s Diversity Proficiency two states, “The candidatedemonstrates awareness of students’ prior learning, culture, family, and community values toimprove teaching and learn” (Laureate Education, 2016, p. 1). When teachers are aware of astudent’s cognitive, non-cognitive, culture, and family experiences the maximum educationalexperience can be expected. The primary focus of this assignment is to get to know the literacylearner. The student that will be observed during this assignment is a young girl by the name ofTaylor. Taylor is a ten year old, fourth grade, transitional student who enjoys the hands onaspects of math and science but has a harder time grasping the content area reading. Being thatthe pandemic has happened, I have had the opportunity to work with Taylor through her mother,because we teach at the same school. Taylor’s mom has explained that she has average grades inthe areas of reading and language arts but struggles in the area of comprehension. I will beassessing Taylor in the cognitive areas of comprehension and fluency. I will also be assessingTaylor in the non-cognitive area of reading motivation by giving her a reading interest inventory.These assessments will provide me with a clear understanding of what instruction willbenefit her in the areas of comprehension. I am not Taylor’s teacher so I am unable to determinehow she works and the areas that she struggles in on a day to day basis. I will begin assessingTaylor with the non-cognitive Reading Interest Inventory (Mariotti, n.d.). The first cognitiveassessment that will be issued is the Fountas and Pinell (2015), which will measure how Taylor isable to comprehend. The second cognitive assessment that will be issued is the One Minute ofReading Test Plus Prosody (Reutzel & Cooter, 2019). Reading fluency is the ability to read
3aloud smoothly at reasonable rate and with expression, which is a (Ruetzel & Cooter, 2019,p.178). Reading fluency is directly connected to a student reading proficiently. If a student has anissue with reading fluency, that student has a greater chance of having issues with readingcomprehension.I begin with Arleen Mariotti’s Reading Inventory. Many times students who arestruggling to read may not have cognitive issues such as comprehension, fluency, or evendecoding but there may be a lack of interest for reading. “Whether the child is a struggling readeror an unmotivated reader, finding his or her independent, instructional, and frustration readinglevels, is just the first step in motivating him or her to read” (Mariotti, n.d., p. 1). Prior toproviding Taylor with the Reading Inventory, I explained to her that this assessment was