10. Mr. Hom, a third-grade teacher, reviewed the universal screening data for his students. A small number of students were identified as at risk for reading difficulties. Which of the following tools is most appropriate for beginning to determine instructional targets?
Answer: C
A diagnostic test for phonological awareness
Determining instructional targets for students at risk for reading difficulties is best facilitated through a diagnostic test for phonological awareness. This type of assessment specifically evaluates a student's ability to recognize and manipulate sounds in spoken language, which is crucial for developing reading skills.
A) A phonics survey for word recognition
While a phonics survey can provide insight into a student's ability to decode words, it is focused on word recognition rather than the foundational auditory skills necessary for reading. Therefore, it is less appropriate for identifying specific instructional targets related to phonological awareness.
B) A word-list assessment for high-frequency words
A word-list assessment evaluates a student's recognition of frequently used words, which is important for reading fluency. However, it does not assess the underlying phonological skills necessary for students who struggle with reading, making it less effective for establishing instructional targets.
C) A diagnostic test for phonological awareness
This option is the most appropriate as it directly assesses a student's phonological skills, which are essential for reading success. By identifying specific areas of weakness in these foundational skills, Mr. Hom can tailor his instruction to effectively support his students at risk for reading difficulties.
D) A reading fluency assessment based on an oral reading of a leveled text
A reading fluency assessment measures how well a student can read a text accurately and quickly, which is important but secondary to the phonological skills needed for decoding. Thus, it does not directly address the phonological difficulties that may underlie the reading challenges faced by the at-risk students.
Conclusion
The diagnostic test for phonological awareness is the most suitable tool for identifying instructional targets for students at risk for reading difficulties, as it directly assesses the critical foundational skills necessary for reading development. Other options, while valuable in their own right, do not specifically address the phonological challenges that these students may face, making them less effective for this purpose.