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Support Materials for Students with Special Education Needs
English K–6
R
eading
ASSESSMENT
Investigating reading skills/strategies
What may be observed
Contributing skills/strategies which may
require assessment/further investigation
Decoding accuracy
The student:
• guesses words
• reads words incorrectly
• substitutes words
• over-relies on context cues
(eg pictures) to work out words
• has difficulty with longer words
• relies heavily on beginning
letter–sounds
• letter–sound recognition (as appropriate
to stage)
• blending of letter–sounds to decode words
• whole-word reading (particularly high
frequency words and irregular words)
• breaking words into word parts (eg syllables),
decoding a part at a time and blending
together
• oral vocabulary (CIERA 2002)
Reading fluency
(Chard, Vaughan & Tyler 2002)
The student:
• reads in a laboured way
• does not comprehend or
remember what they have read
• reads with little or no
expression
• does not attend to punctuation
or group text into chunks
• fluency with identifying letter–sounds and
blending them together to decode words
• automatic recognition of whole words
(particularly high frequency words)
• understanding of punctuation and its impact
on meaning
Comprehension
The student:
• does not understand or
remember what he/she
has read
• reading fluency
• background knowledge
• vocabulary knowledge
• use of contextual and semantic information
to infer meaning
•
• memory (difficulty remembering what
was read)
• text selection too difficult or not engaging
for the student