Which component(s) listed below, can teachers assess informally? comprehension fluency phonemic awareness all of the above Informal assessment tools provide information that teachers can use _____________: to plan ongoing instruction to identify struggling readers to determine instructional groups all of the above Which of the following statements is not true? classroom teachers can administer screening assessments screening assessments should be used when a student has fallen behind academically to determine the cause of reading difficulty a norm-referenced assessment can tell how well a student did compared to others on the same assessment a criterion-referenced assessment can tell how well a student will likely do on a different assessment Which of the following statements is not true? children who can fluently read grade-appropriate passages generally have good language comprehension a reading record is the best way to determine a child's decoding and comprehension abilities reading comprehension is the product of decoding and language comprehension abilities the best screening assessments can be administered quickly Who should be given informal assessments? students who are struggling readers students who are skilled readers students who are average readers all of the above Informal assessment tools____________: can be used by teachers to help plan instruction should only be given by a professional diagnostician should count as a portion of a students' grade in reading none of the above Which of the following is not an example of a phoneme awareness task? phoneme deletion phoneme concentration phoneme segmentation phoneme isolation A teacher is sitting with a student, with a book in front of them. The teacher asks a question to assess the student's understanding of concepts of print. Which question listed below assesses concepts of print? "Can you show me the front of the book?" "Can you show me a word?" "Can you show me where I should begin reading?" all of the above Phoneme deletion tasks assess a child's ability to: insert a sound into a word remove a sound from a word repeat a sound in a word none of the above All students should be assessed using: a screening tool a diagnostic assessment progress-monitoring assessments diagnostic and progress-monitoring assessments screener and progress-monitoring assessments Assessment In Depth
