A Systematization of a Research-based Reading Rssessment in Two Middle School Students

Autores/as

  • Isaac Valer Huamán Instituto Pedagógico El Nazareno de Huanta

DOI:

https://doi.org/10.33539/educacion.2023.v29n2.3087

Palabras clave:

Science of reading, Simple View of Reading, reading assessment, literacy instruccion, fluency, decoding, encoding

Resumen

The main objective of the present study is to systematize an experience of a researchbased reading assessment of two middle school students from a public school in
Manhattan, New York during the Fall 2022. In order to select the assessment tests, I
assumed the Science of Reading along with the Simple View of Reading perspectives.
The tests applied addressed to assess students in three aspects: decoding, fluency, and
encoding (spelling). Results showed that, in a nutshell, students are reading below their
grade; nevertheless, the fact that they are Colombian immigrants living one year in the
U.S., may explain their results on the assessment tests. In the discussion section, I put
into perspective the student’s assessments’ results with their context and personal
background so as to have a broader understanding of their reading skills. The implication
of this study is to acknowledge the necessity to use research-based assessment to make
the best decision to improve student’s reading skills.

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Citas

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Publicado

2023-12-05

Cómo citar

Valer Huamán, I. (2023). A Systematization of a Research-based Reading Rssessment in Two Middle School Students. Educación, 29(2), e3087. https://doi.org/10.33539/educacion.2023.v29n2.3087