San Diego Quick Reading Assessment

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San Diego Quick Assessment List

The San Diego Quick Assessment List is a very useful, quick way to determine a child’s approximate instructional reading level. It is certainly not a substitute for giving an Individual Reading Inventory with its graded word lists and graded reading passages. However, if a reading teacher merely wants a very easy, quick estimation of a child’s approximate instructional reading level, we have found it to be fairly useful for that purpose. NOTE: The San Diego Quick Assessment List never should be thought of as a substitute for an Individual Reading Inventory, but it can be useful for the purpose for which it was designed.

Administration

1. Type out each list of words on index cards.

2. Begin with a card that is at least two years below the child’s grade-level assignment.

3. Ask the child to read the words aloud to you. If he or she misreads any on the list, drop to easier lists until he or she makes no errors. This indicates the base level.

4. Write down all incorrect responses, or use diacritical marks on your copy of the list. For example, acrid might be read and recorded as acid. Molecule might be recorded a mole (long o) cule.

5. Encourage the child to read words that he or she does not know so that you can identify the techniques he or she uses for word identification. 6. Have the child read from increasingly difficult lists until he or she misses at least three words.

Analysis

1. The list in which the child misses no more than one of the ten words is the level at which he or she can read independently. Two errors indicate the instructional reading level. Three or more errors indicate material that may be too difficult (frustration reading level).

2. An analysis of the child’s errors is useful. Among those that occur with the greatest frequency are the following: Error Example reversal how for who consonant book for look consonant blend string for spring short vowel note for not long vowel rod for road prefix protest for pretext suffix entering for entered miscellaneous (omission of accent, etc.)

3. As with other reading assessment devices, teacher observation of student behavior is very important. Such things as posture, facial expression, and voice quality may signal nervousness, lack of confidence, or frustration while reading

San Diego Quick Reading Assessment (PDF)

San Diego Quick Reading Assessment (PDF) #2

San Diego Quick Reading Assessment (DOC)

Creativity and the brain

I have to share that when I walk my kids in the stroller on the weekend, I habitually listen to Krista Tippet interviewer extraordinaire. She picks topics that keep my head swimming in possibilities. This week she interviewed Rex Jung on Creativity. I think that this is really relevant for educators and especially School Psychologist who are constantly having to measure children’s potential in a variety of areas.

*One thing I did not like during the interview was the use of the word “Retarded”. I think that they should have been savvy enough to use the more modern, respectful, accurate descriptor of “Intellectual Disability”. UPDATE: I emailed Rex Jung about this terminology and he promptly responded, saying he wishes that we could do away with all labels. I agree with him and think he has his heart in the right place when it comes to people in general.

Click here: Rex Jung — Creativity and the Everyday Brain | On Being onbeing.org Few features of humanity are more fascinating than creativity; and few fields are more dynamic now than neuroscience. Rex Jung is working on a cutting edge of science, exploring the differences and interplay between intelligence and creativity

is an Assistant Professor of Neurosurgery at the University of New Mexico in Albuquerque. He’s a Distinguished Senior Advisor to the Positive Neuroscience Project, based at the University of Pennsylvania.