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

• Autor: Valer Huamán, Isaac
• Formato: artículo
• Fecha de Publicación: 2023
• Institución: Universidad Femenina del Sagrado Corazón
• Repositorio: Revistas - Universidad Femenina del Sagrado Corazón
• Lenguaje: español
• OAI Identifier: oai:revistas.unife.edu.pe:article/3109
• Enlace del recurso: https://revistas.unife.edu.pe/index.php/educacion/article/view/3109
• Nivel de acceso: acceso abierto
• Materia: ciencia de la lectura; modelo simple de la lectura; evaluación de lectura; alfabetización; literacidad; fluidez; decodificación; codificación; science of reading; simple view of reading; reading assessment; literacy instruction; fluency; decoding; encoding

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.