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Formal Reading and Listening Skills

Description and Rationale

This assessment area is designed to determine whether or not a student is performing commensurate with their sighted peers. Reading and listening data should be compared to that of students who are typically developing.

Birth - 3 Years

n/a

3-5 Years

n/a

5-22 Years

Informal reading inventory assesses:

  •  Grade level reading
  •  Words read per minute
  •  Reading comprehension level (independent only
  •  Listening comprehension level (independent only)

Multiple Disabilities/Deafblind

Informal reading inventory assesses (as appropriate):

  •  Grade level reading
  •  Words read per minute
  •  Reading comprehension level (independent only)
  •  Listening comprehension level (independent only)

Tips

This assessment is the foundation for successful access of the general education curriculum.

An informal reading inventory should document student's performance in several mediums: regular print, large print, braille, regular print with optical devices.

Eye fatigue and stamina can be evaluated by completing an extended reading inventory (20 minutes or more) at various times of the day.

Koenig and Holbrook offer tips for improving reading rates in their book, Learning media assessment of students with visual impairments (2nd ed.): repeated readings, echo reading, and radio reading.

When testing a child with additional disabilities, the TVI should discuss the student's reading level with the classroom teacher, so that he or she can begin testing at an appropriate grade level and not frustrate the student.

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