The mission of the Aloha Council.org is to promote/provide leadership among local councils in literacy education through professional development and political advocacy. Our Literacy Education and Reading Network System is designed to support the people nurturing and teaching children and adults to be accomplished readers or get their GED.
Parents, childcare providers, teachers, and tutors will find research-based information that explains that learning to read starts with a child’s developing a sense of language as they listen, speak, are read to, read, and write.
In cooperation with BestGEDClasses.org, we provide practical information, a list of resources, and links to other websites, supporting educators, and parents as they work with learners of all ages engaged in the process of reading.
Explanation and demonstrations are included in the decoding print and reading assessment sections.
Some students have problems with reading and this can be a reason for them dropping out of high school. If we will be able to help these individuals they can still get a proper education by taking online classes for the GED test so they can earn their high school equivalency diploma and continue their academic education in college.
Students need to develop a mindset that reading is thinking and to demand that what they are reading makes sense. Recently, keywords used to define comprehension include
These four concepts about reading comprehension have important implications for teaching and learning. When adult students prepare for the GED exam, they can use various websites to help them get familiar with reading and comprehension. This is a very powerful technique to use with adult and teen students.
Comprehension is a complex thinking process. It is how we come to understand what we read, write, and hear. Over time many of the great educational philosophers, such as E.B. Huey in 1908, who said, “Reading is thought to get and thought manipulation.” E. L. Thorndike wrote in 1917, “Reading is the reasoning.”
W.S. Gray stated in 1925, “Reading is a form of clear, rigorous thinking.” And John Dewey maintained in 1938,“Comprehension is an effort after meaning.” All have tried to define reading comprehension. All these attempts at describing reading comprehension focus on the thinking aspect of the reading process.
The reading assessment of students in the upper grades is similar, if not identical, to those of younger students. However, there are other considerations. Students in middle school who read significantly below their grade level have often “turned-off” to reading.
- They have faced year after year of not being able to read the same books as their peers, particularly content texts.
- They have not done well in subjects other than reading, such as science, which they might really enjoy, because of their inability to read the science texts and to take the required paper-pencil tests.
- They are acutely aware of their reading difficulties and probably have been tested many times in their lives.
- They don’t want to be tested again!
Under these circumstances, it is difficult to obtain reliable and valid indicators of their reading abilities.
- In the retelling, the student is asked to retell what he/she read. The retelling is scored for the presence of important structures of the text.
- For example, if a narrative text is read, the child should retell using the important elements of story setting, the main character, goal or problem, events that led to acquiring the goal or solving the problem, and the resolution].
- If a nonfiction text was read, the child should retell the main ideas and relevant supporting details presented in the text.
Word Identification Assessment
- Many graded word lists can be used to assess children’s identification of words of increasing difficulty. As early as 1942, Dolch developed a basic sight word test made up of the highest frequency words in our language.
- In 1980 Edward Fry published a new Instant Word List.
- In addition, any informal reading inventory will have graded word lists that can be used to estimate word identification.
- Typically, 70% or more correct on a list is considered acceptable. The percentage of words identified within one second is recognized automatically without the need for decoding.
- Note: it is usually harder to read words on lists than in stories. Word identification should never be used as the only estimate of reading level.