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

Authors

DOI:

https://doi.org/10.33539/educacion.2023.v29n2.3109

Keywords:

science of reading, simple view of reading, reading assessment, literacy instruction, fluency, decoding, encoding

Abstract

The main objective of the present study is to systematize an experience of a research-based 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 asumed the Science of Reading along with the Simple View of Reading perspectives. The tests applied addresed 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 inmigrants 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 in order 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 in order to improve student’s reading skills.

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Published

2023-12-05

How to Cite

Valer Huamán, I. . (2023). A Systematization of a Research-based Reading Assessment in Two Middle School Students. Educación, 29(2), e3109. https://doi.org/10.33539/educacion.2023.v29n2.3109