What happens if a student scores well on the Where-to-Start Word Test but is unable to read the corresponding leveled Benchmark book?
It may be that your students have had an excellent word study program and are very good at word reading. This is a real strength but does not necessarily mean that they can perform equally well when reading continuous texts. There may be other instructional factors that make it difficult for them to process words “on the run” while reading. If you think this is the case, then adjust the chart on page 214 (Benchmark 1) or page 220 (Benchmark 2) and start two levels lower than indicated by the word test. If the students find the reading very easy, you can skip a level. This will save time in administering the assessment. Remember also, that if a student is obviously finding a level too difficult and you can see that he is making many errors at a rate that will not meet the criterion, you can stop the reading and move quickly to an easier level.
Related Questions
- What happens if the child has no answers during the speaking test? Does the teacher transcribe what the student says for the speaking sub-test?
- What happens if a student scores well on the Where-to-Start Word Test but is unable to read the corresponding leveled Benchmark book?
- What happens to the test data and student responses in the event of a crash of the system running KCA LCS 3.1?
