Content area reading inventory.
Content area reading inventory is described as an assessment created by the teacher to fathom the level at which the students are able to read the textbooks used in the subject area. This assessment uses a 250 to 500 word passage directly from the textbook, a passage that the students will read. Ten (10) questions on a variety of comprehension levels from Bloom’s Taxonomy is then asked to aid in identifying the level of the skills that students possess in the handling of text and to help the teacher determine what he or she can build the lesson around. Content area reading inventory is useful in the sense that it will allow the teacher to know how well the students are able to use the textbooks (use of the content page, glossary, index, appendices), content area reading inventory indicates as to whether or not the students will be able to master the text and content area reading inventory will help the teacher assess skills needed for the students to achieve success. Skills which include: exhibiting good comprehension, understanding of graphics, the ability follow given directions and using textbook.
Four objectives for administering the Content area reading inventory (CARI) to students at the secondary level.
Objectives of Content area reading inventory include:
- Determine student’s prior knowledge of the subject.
- Identify student’s metacognitive skills.
- Identify how students decode text.
- Determine student’s knowledge of how to use the text.
The cloze procedure can be used with students at all levels of reading ability to assess reading comprehension or test vocabulary knowledge. With this technique the students are presented with a passage to read. After reading, words are deleted from the same passage and the students are required to supply the omitted words to complete the sentences. Completing this task requires critical thinking skills and presents the teacher with an opportunity to measure how well students are able to use semantic and syntax cues to construct meaning from the text. Cloze procedure is also useful in determining how well students have retained knowledge of content or vocabulary. The teacher awards one point each time the missing word is correctly identified. The percentage of correct answers is determined by dividing the number of points by the number of blanks. Then the percentage of correct word replacement is compared with this scale: 61% or more correct: independent level, 41-60% correct: instructional level, less than 40% correct: frustration level.
Four objectives for administering the cloze procedure.
- To identify students’ knowledge and understanding of the reading process.
- To encourage students to think critically and analytically about text and content.
- To encourage students to look for meaning through context clue while reading.
- To measure the degree of students’ vocabulary and knowledge of a subject.
Culver, V., Godfrey, H., & Manzo, A. (1972). A partial reanalysis of the validity of the cloze procedure as an appropriate measure of reading comprehension. Journal of Reading, 16, 256-257.
Preszler, J,. Rowenhorst, B,. & Hartmann, J.,(2006). On Target strategy. Black Hills Special Services Cooperative.
Seinost, R., & Thiese, S. (2007). Creating the frame work for reading. In Reading and Writing Across Content Areas (Chapter one). Corwin Press, Thousand Oaks. Retrieved from: http://www.sagepub.com/upm-data/11724_Sejnost_Chapter_1.pdf
Treptow, A., & Burns,K.,& McComas J. (2007)Reading at the Frustration, Instructional, and Independent Levels: The Effects on Students’ Reading Comprehension and Time on Task. School Psychology Review, 36, (1),