Abstract
Literacy instruction is a crucial topic in preparing future educators. Literacy skills are a continued concern as reported by the nation's proficiency scores (NAEP, 2024). Teacher preparation regarding effective literacy instruction should involve literacy assessment, including the purpose, administering, scoring, and interpretation of assessment data. This study addressed the following question: what is preservice teachers' knowledge, accuracy in scoring, and analysis of results for a reading fluency assessment? Participants learned about oral reading fluency (ORF) assessment, practiced administering and scoring, and noted strengths and weaknesses of assessment data from a recorded second-grade assessment. Results show understanding of the assessment tool but highlight a need for additional practice with administering assessments, analyzing data, and understanding the connectedness of literacy components.
Recommended Citation
Sigmon, Miranda L. and Lopuch, Jeremy
(2025)
"What Do Preservice Teachers Know About the Scoring and Interpretation of a Reading Fluency Assessment?,"
Teacher Education Journal of South Carolina: Vol. 19:
No.
1, Article 9.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol19/iss1/9