The idea that reading levels and spelling levels correlate interests me, but I find the cases where they are not in synchrony with each other even more interesting. When and why does this happen?
I have interviewed the reading specialists at the school to which I am assigned and our ensuing discussion makes me want to go look more closely at the research on this topic. Maybe I can work some of this into some of the literacy assignments for this fall "to find" the time to begin to look into this? I have started by examining a classroom sample of DRA reading assessment results (assessment that FCPS uses with elementary children) to the same sample's spelling assessment results (DSA). Then, for a select few, may get to compare these with spelling and reading assessments I conduct. Can't wait to begin to "draw pictures" of this sample. Will then hopefully compare with a kindergarten class sample too.
Hopefully this type of literacy ponderings meets the spirit of this week's assignment. Hopefully, since I chose to do this before reading the Penrod article, it won't be one of those "oh, I should have read before completing this other task" times.
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