Basic+Reading+Skill

=Basic Reading Skill=

Definition and Implications (CDE)
Learning to read is not like learning to speak. The human brain is hard-wired to learn spoken language and it is therefore, a naturally occurring process (Shaywitz, 2003). Typically, simply exposing hearing children to spoken language allows them to acquire and produce speech. Learning to read, however, is not “natural” for children. It has to be explicitly taught; exposure to text and print is not enough for the majority of the population.

In 1997, the National Reading Panel (NRP) was established in order to assess the status of research-based knowledge, including the effectiveness of various approaches to teaching children to read. The NRP identified 5 components to reading instruction that are essential for a student to learn to read. These 5 components are also referenced in IDEA 2004 and the Federal Regulations. The 5 essential components are phonemic awareness, phonics, reading fluency, comprehension and vocabulary.

For most of the student population identified with learning disabilities, a breakdown occurs in their basic reading skill (BRS). BRS difficulty includes problems with phonemic awareness and/or phonics. That is, students struggle to identify individual sounds and manipulate them; to identify printed letters and the sounds associated with those letters, or to decode written language. It is also typical for these students to struggle with spelling, or encoding. However, it should be noted that not all students with encoding difficulties have BRS difficulties.

DRA2 Components
Word Analysis Tasks [|DRA Word Analysis Blackline Masters] - PDFs of the blackline masters.
 * Word Lists
 * Phonological Awareness
 * Running Records


 * The DRA2 Word Analysis** is intended for:
 * Emerging readers in kindergarten and beginning first grade to identify their level of phonological awareness and basic knowledge of phoneme/grapheme relationships
 * Struggling readers in the latter part of first grade through third grade who are reading below grade level or designated levels of proficiency due to ineffective word-solving skills and strategies
 * Fourth-and fifth-grade students whose independent DRA2 text level is 38 or below


 * The DRA2 Word Analysis** is **//not//** intended for:
 * Students who have demonstrated adequate progress on the DRA2 and are meeting established levels of proficiency.
 * Students who are able to decode a text but have difficulty demonstrating their comprehension of what they have read. These students need instruction on how to construct meaning using comprehension strategies and how to respond to and/or retell what they have read.
 * Students whose silent and oral reading rates are slow but who basically make only a few miscues. These students need instruction on how to read more fluently and should participate in repeated readings of familiar texts in order to become more fluent.

Links
[|Curriculum-Based Assessment Word List Bulider]