Leslie, I do the same with several students, ie, giving them the fluency test and comprehension tests at different levels to see where they fall. You get some decent info from a DRA2, but it certainly has many faults and the one you mentioned is huge. The fact that fluency dictates which level comprehension is tested upon makes no sense at all. The goal of reading is comprehension; fluency does not correlate with comprehension in a predictable fashion and nor is fluency causational in relation to comprehension. So in breaking the rules, you get more of the info you need to help each student move on in the different aspects of literacy.
The other huge issue in the upper levels is the summary writing. I have children who can answer verbal and written questions that demonstrate both literal and inferential level understanding; they have difficulty with writing a summary. Once again, valuable information, but it does not show up on the DRA2 numbers. Best, Maureen _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
