I have a question. My daughter is on an IEP for a language disorder (speach/language impaired is what they use). I was talking to my other daughter’s teacher and happened to mention the testing of my younger daughter who is on an IEP. I told her that I didn’t know that when they tested her for reading levels, they had her first read the first 100 words of the story and then the teacher sends her back to her desk to read the rest of it by herself and then she comes back to the teacher to talk about what happened. This other teacher said “They shouldn’t be testing Michelle this way. Is she on an IEP?” I said “yes” and she said, “No, they shouldn’t be testing her this way for reading comprehension.” I didn’t get a chance to ask for a better way to test her, but was just curious if she thought there should be some other way to test for comprehension of someone with Michelle’s disabilities. Any suggestions?? By the way, she is in 2nd grade and the reading level is somewhere between 14-16 which is end of 1st grade. For those of you using different book leveling systems, that would be an H or I and the colors would be green or orange. I don’t know exactly which level because the report card says 14, but I’m not sure if that is the instructional level or the level that she passed last and is now working at instructional 16. By the way, this is her IEP goal for next fall and she is there now, but the comprehension is really what is difficult for her because of the language problem.
Kathryn
Hi Kathryn,
Reading the first 100 words to the teacher, and then getting up and going back to her desk. To read the rest. Creates a dis-connection.
The first 100 words were also probably read aloud, which is not an effective way to read for comprehension.
Geoff,