Abstract
READS or Reading Evaluation and Decoding System is an
attempt to evaluate second language learners reading proficiency
accurately. The analysed results could be used to gain a deeper
understanding of the learners’ reading standards. READS is made up of
three components; Encoder, Analyzer and; Decoder. The principle
behind READS is similar to the notion of assessment by Routman
(2003), in which she assesses the data collected, evaluates the data and
then makes the necessary adjustments in her teaching instruction to
meet the needs of the learners. With READS, ESL teachers can
administer the test and the scores obtained from the test can then be
analysed. The results obtained can then be cross-referenced with the
Reading Matrix to find out the band in which the learner belongs. After
that, the teachers, learners and even parents can refer to the Descriptors
of Reading Abilities to decode the learners’ ESL reading abilities.
Learners who are identified as below standard or at academic warning
can then be given early intervention through appropriate reading
instructions. As the current evaluation system does not provide specific
information with regards to learners’ reading proficiency, ESL teachers
could now use READS as a formative assessment to assist their
learners achieve competence in ESL reading. Teachers wishing to try
READS, must use the test instrument in conjunction with the Reading
Matrix, Performance Standards and Descriptors of Reading Abilities to
gain accurate information with regards to their learners’ reading
proficiency and consequently plan reading lessons tailored to the needs
of their learners.
Abdul Rashid Mohamed, Lin Siew Eng. (2010) READS: Reading Evaluation and Decoding System In Support of Informed Reading Instruction, Journal of Research and Reflections in Education, Volume 4, Issue 2.
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