Skip repetitive navigational links
View: Next message | Previous More Hitsmessage
Next in topic | Previous More Hitsin topic
Next by same author | Previous More Hitsby same author
Previous page (December 2005) | Back to main LRNASST-L page
Join or leave LRNASST-L (or change settings)
Reply | Post a new message
Search
Log in
Options:   Chronologically | Most recent first
Proportional font | Non-proportional font

Subject:

Re: Reading Out Loud Nelson Denny Reading Assessment

From:

"Hennessey, Richard" <[log in to unmask]>

Reply-To:

Open Forum for Learning Assistance Professionals <[log in to unmask]>

Date:

Wed, 28 Dec 2005 19:46:48 -0500

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (1 lines)

In response to last week's exchange here, starting out as question regarding the legitimacy of having “the entire Nelson Denny test read out loud” to “a student with a learning disability for which an accommodation is to have tests read out loud to her” and moving on to Nic Voge’s thoughts on the nature of reading: I thought, well, hoped, that some of you might perhaps be interested in the discussion, too long for this listserv, of what reading is that I posted in the blog, devoted to “higher reading,” that I have started (http://higherreading.blogspot.com/). I’d also be interested in any thoughts you might have on either “higher reading” or the blog.
 
Cheers.

	-----Original Message----- 
	From: Open Forum for Learning Assistance Professionals on behalf of Nic Voge 
	Sent: Fri 12/23/2005 3:36 PM 
	To: [log in to unmask] 
	Cc: 
	Subject: Re: Reading Out Loud Nelson Denny Reading Assessment
	
	

	Fascinating topic.
	
	What this conversation highlights for me is how reading is a social
	construct.  Reading isn't, primarily, natural phenomena which are
	customarily defined and labeled absolutely irrespective of context.
	For example, a homo sapien sapien is one in Kalamazoo as well as
	Katmandu and a molecule of H2O is one no matter the cirucmstances.
	"What  counts as" reading, however, is situationally determined.
	There are a multitude of aspects of any situation that are salient to
	what gets sanctioned as and called "reading". These include, of
	course, the reader(s), and their characteristics (e.g. their
	in/ability to decode inscribed text). In college, to read is not
	usually merely to say the words or decode them, while it may be
	precisely that in a first grade classroom--what else can one do with
	nonsense syllables used to teach and test decoding skills?. Expected
	and acceptable readings of a history textbook by a fourth grader and,
	of the same text, by a school board member evaluating and deciding
	whether to choose that textbook are likely to be very different.
	Thus, the readers' purposes, like the characteristics of the reader,
	is a key aspect of the situation that determines what counts as
	reading.
	
	One example of what I use to prompt my students to think about the
	question, "What is reading?" is to pose a question like the
	following. If after learning about Fruedian theory, and
	pscyhoanalytic approaches to analyzing texts I think about and
	systematically reflect on 'The Cat in the Hat' and generate very
	different interpretations, analyses, etc. of the characters, the
	title, the plot line, themes, etc. can it be reasonably said that I
	have "re-read" the text even if I never pick it up and look at it,
	but rather do these tasks entirely from memory? If the answer is
	"no", what if I do these analyses 30 seconds after reading the text
	again and putting it down? What this second question is meant to do
	is put into question a belief that reading is time and space bound,
	that readings happen with texts in immediate physical and temporal
	proximity. Drawing these boundaries of space and time around reading
	are pretty arbitrary and suggest to most of my students that their
	definitions of reading can be expanded. So, even notions of space and
	time are salient to what counts as reading, or at least can be,
	depending on one's definition. Needless to sasy, there are many, many
	more aspects of reading situations and events that influence how
	reading is defined.
	
	The point of all this is to give an inkling of how varied the
	definitions of reading can be. In my view "reading" is best thought
	of as a collection of loosely related practices. Our definitions of
	the term vary with respect to situations, contexts, purposes, etc.
	largely unbeknownst to ourselves. I think getting more explicit and
	more clear about what we mean by "reading", what reading "is" in
	various situations is one of the most important things reading theory
	and research can provide to reading pedagogy.
	
	Thanks for the discussion,
	Nic
	
	
	>If we define reading as obtaining meaning from print, we are not
	>specifically stating whether the actual decoding of the print is done by
	>the person "reading" or someone else. Isn't the process of reading,
	>after all, to respond to and interact with what is on that page.
	>If the student is entitled to the accommodation of oral exams, you
	>really don't have any choice other than to read the test to her/him.
	>Students are entitled to these accommodations when they take the SAT or
	>ACT test. What makes a placement test any different? The student who is
	>having the exam read is probably going to have text books read or use
	>books on tape for assigned reading. It is the student's understanding of
	>the text, not his/her word recognition skills that we should be
	>assessing.
	>
	>
	>Barbara Kitcey
	>Remediation Specialist
	>The Art Institute of Pittsburgh
	>420 Boulevard of the Allies
	>Pittsburgh, PA 15219
	>Tel: (412) 291-6207
	>Fax: (412) 263-3715
	>Email: [log in to unmask]
	>
	>
	>
	>-----Original Message-----
	>From: Open Forum for Learning Assistance Professionals
	>[mailto:[log in to unmask]] On Behalf Of Susan Jones
	>Sent: Wednesday, December 21, 2005 1:24 PM
	>To: [log in to unmask]
	>Subject: Re: Reading Out Loud Nelson Denny Reading Assessment
	>
	>I'd agree that you can't answer this question without first answering
	>the "what is the purpose of this test?" question, and "What will be done
	>iwth the results?"
	>
	>I'd also want to know whether this would be read aloud by a human and,
	>if so, if that's the expected 'reasonable acccommodation' for
	>independent reading in her courses.
	>
	>If teachers are going to be able to access the test information, and
	>from it infer that this student can read at 13.1 independently, and she
	>will be expected to do this, then it's a disservice to have this untruth
	>disseminated.  I would want to know whether the student also has in her
	>accommodations that all required reading will be read aloud to her.
	>However, at the other end of the spectrum, if this is a student
	>well-versed in self-advocacy and use of accommodations (especially if
	>the accommodations woudl be the same for the test as for the reading
	>requirements of the courses), then it would be a reasonable assessment
	>of what she needs to be able to do.
	>
	>There's been a recent thread on the school librarians' listserv debating
	>whether listening to a book on tape is "really reading."  It's a similar
	>question and the answer is complex.  (One interesting point was that "if
	>it *is* considered reading, then am I 'reading' that radio
	>advertisement?")
	>
	>
	>From: Open Forum for Learning Assistance Professionals on behalf of Mary
	>Weller
	>Sent: Tue 12/20/2005 4:30 PM
	>To: [log in to unmask]
	>Subject: Reading Out Loud Nelson Denny Reading Assessment
	>
	>
	>
	>Dear Members:
	>I have a student with a learning disability for which an accommodation
	>is to have tests read out loud to her.  What would your interpretation
	>be about having the entire Nelson Denny test read out loud to this
	>student?  Would the grade level or percentile rank be correct? What
	>about the time factor?
	>
	>
	>
	>Mary Weller
	>Reading and Study Skills Instructor
	>Kellogg Community College
	>[log in to unmask]
	>269-965-3931 X2286
	>
	>~~~~~~~~~~~~~~~
	>To access the LRNASST-L archives or User Guide, or to change your
	>subscription options (including subscribe/unsubscribe), point your web
	>browser to
	>http://www.lists.ufl.edu/archives/lrnasst-l.html
	>
	>To contact the LRNASST-L owner, email [log in to unmask]
	>
	>~~~~~~~~~~~~~~~
	>To access the LRNASST-L archives or User Guide, or to change your
	>subscription options (including subscribe/unsubscribe), point your web
	>browser to
	>http://www.lists.ufl.edu/archives/lrnasst-l.html
	>
	>To contact the LRNASST-L owner, email [log in to unmask]
	>
	>Susan Jones
	>Academic Development Specialist
	>Academic Development Center
	>Parkland College
	>Champaign, IL  61821
	>[log in to unmask]
	>Webmastress,
	>http://www.resourceroom.net
	>
	>~~~~~~~~~~~~~~~
	>To access the LRNASST-L archives or User Guide, or to change your
	>subscription options (including subscribe/unsubscribe), point your web
	>browser to
	>http://www.lists.ufl.edu/archives/lrnasst-l.html
	>
	>To contact the LRNASST-L owner, email [log in to unmask]
	>
	>===================================================================================
	>CONFIDENTIALITY NOTICE: This email and any files transmitted with it
	>are confidential and intended solely for the use of the individual
	>or entity to which they are addressed.  If you are not the intended
	>recipient, you may not review, copy or distribute this message.  If
	>you have received this email in error, please notify the sender
	>immediately and delete the original message.  Neither the sender nor
	>the company for which he or she works accepts any liability for any
	>damage caused by any virus transmitted by this email.
	>===================================================================================
	>
	>~~~~~~~~~~~~~~~
	>To access the LRNASST-L archives or User Guide, or to change your
	>subscription options (including subscribe/unsubscribe), point your
	>web browser to
	>http://www.lists.ufl.edu/archives/lrnasst-l.html
	>
	>To contact the LRNASST-L owner, email [log in to unmask]
	
	
	--
	
	Knowledge emerges only through invention and reinvention,  through
	the restless, impatient, continuing, hopeful inquiry men pursue in
	the world, with the world, and with each other. --Paolo Freire
	
	Dominic (Nic) J. Voge
	Study Strategies Program Coordinator
	University of California, Berkeley
	Student Learning Center
	136 Cesar Chavez Student Center  #4260
	Berkeley, CA 94720-4260
	
	(510) 643-9278
	[log in to unmask]
	http://slc.berkeley.edu
	
	FALL 2005 OFFICE HOURS:
	Appointments:
	Wednesdays 9-10 & 3-4
	Thursdays 9:30-10:15, 10:15-11, 11-11:45, 11:45-12:30, 12:30-1:15 & 2-3.
	Fridays 1:30-2:15 & 2:15-3
	Every other Monday 2-3
	
	Office Hours (drop-in):
	Tuesdays 4-5
	Wednesdays 2-3
	Thursdays 3-4
	
	~~~~~~~~~~~~~~~
	To access the LRNASST-L archives or User Guide, or to change your
	subscription options (including subscribe/unsubscribe), point your web browser to
	http://www.lists.ufl.edu/archives/lrnasst-l.html
	
	To contact the LRNASST-L owner, email [log in to unmask]
	

Advanced Options


Options

Log In

Log In

Get Password

Get Password


Search Archives

Search Archives


Subscribe or Unsubscribe

Subscribe or Unsubscribe


Archives

February 2020
January 2020
December 2019
November 2019
October 2019
September 2019
August 2019
July 2019
June 2019
May 2019
April 2019
March 2019
February 2019
January 2019
December 2018
November 2018
October 2018
September 2018
August 2018
July 2018
June 2018
May 2018
April 2018
March 2018
February 2018
January 2018
December 2017
November 2017
October 2017
September 2017
August 2017
July 2017
June 2017
May 2017
April 2017
March 2017
February 2017
January 2017
December 2016
November 2016
October 2016
September 2016
August 2016
July 2016
June 2016
May 2016
April 2016
March 2016
February 2016
January 2016
December 2015
November 2015
October 2015
September 2015
August 2015
July 2015
June 2015
May 2015
April 2015
March 2015
February 2015
January 2015
December 2014
November 2014
October 2014
September 2014
August 2014
July 2014
June 2014
May 2014
April 2014
March 2014
February 2014
January 2014
December 2013
November 2013
October 2013
September 2013
August 2013
July 2013
June 2013
May 2013
April 2013
March 2013
February 2013
January 2013
December 2012
November 2012
October 2012
September 2012
August 2012
July 2012
June 2012
May 2012
April 2012
March 2012
February 2012
January 2012
December 2011
November 2011
October 2011
September 2011
August 2011
July 2011
June 2011
May 2011
April 2011
March 2011
February 2011
January 2011, Week 3
January 2011, Week 2
January 2011, Week 1
January 2011
December 2010, Week 5
December 2010, Week 4
December 2010, Week 3
December 2010, Week 2
December 2010, Week 1
November 2010, Week 5
November 2010, Week 4
November 2010, Week 3
November 2010, Week 2
November 2010, Week 1
October 2010, Week 5
October 2010, Week 4
October 2010, Week 3
October 2010, Week 2
October 2010, Week 1
September 2010, Week 5
September 2010, Week 4
September 2010, Week 3
September 2010, Week 2
September 2010, Week 1
August 2010, Week 5
August 2010, Week 4
August 2010, Week 3
August 2010, Week 2
August 2010, Week 1
July 2010, Week 5
July 2010, Week 4
July 2010, Week 3
July 2010, Week 2
July 2010, Week 1
June 2010, Week 5
June 2010, Week 4
June 2010, Week 3
June 2010, Week 2
June 2010, Week 1
May 2010, Week 4
May 2010, Week 3
May 2010, Week 2
May 2010, Week 1
April 2010, Week 5
April 2010, Week 4
April 2010, Week 3
April 2010, Week 2
April 2010, Week 1
March 2010, Week 5
March 2010, Week 4
March 2010, Week 3
March 2010, Week 2
March 2010, Week 1
February 2010, Week 4
February 2010, Week 3
February 2010, Week 2
February 2010, Week 1
January 2010, Week 5
January 2010, Week 4
January 2010, Week 3
January 2010, Week 2
January 2010, Week 1
December 2009, Week 5
December 2009, Week 4
December 2009, Week 3
December 2009, Week 2
December 2009, Week 1
November 2009, Week 5
November 2009, Week 4
November 2009, Week 3
November 2009, Week 2
November 2009, Week 1
October 2009, Week 5
October 2009, Week 4
October 2009, Week 3
October 2009, Week 2
October 2009, Week 1
September 2009, Week 5
September 2009, Week 4
September 2009, Week 3
September 2009, Week 2
September 2009, Week 1
August 2009, Week 5
August 2009, Week 4
August 2009, Week 3
August 2009, Week 2
August 2009, Week 1
July 2009, Week 5
July 2009, Week 4
July 2009, Week 3
July 2009, Week 2
July 2009, Week 1
June 2009, Week 5
June 2009, Week 4
June 2009, Week 3
June 2009, Week 2
June 2009, Week 1
May 2009, Week 5
May 2009, Week 4
May 2009, Week 3
May 2009, Week 2
May 2009, Week 1
April 2009, Week 5
April 2009, Week 4
April 2009, Week 3
April 2009, Week 2
April 2009, Week 1
March 2009, Week 5
March 2009, Week 4
March 2009, Week 3
March 2009, Week 2
March 2009, Week 1
February 2009, Week 4
February 2009, Week 3
February 2009, Week 2
February 2009, Week 1
January 2009, Week 5
January 2009, Week 4
January 2009, Week 3
January 2009, Week 2
January 2009, Week 1
December 2008, Week 5
December 2008, Week 4
December 2008, Week 3
December 2008, Week 2
December 2008, Week 1
November 2008, Week 5
November 2008, Week 4
November 2008, Week 3
November 2008, Week 2
November 2008, Week 1
October 2008, Week 5
October 2008, Week 4
October 2008, Week 3
October 2008, Week 2
October 2008, Week 1
September 2008, Week 5
September 2008, Week 4
September 2008, Week 3
September 2008, Week 2
September 2008, Week 1
August 2008, Week 5
August 2008, Week 4
August 2008, Week 3
August 2008, Week 2
August 2008, Week 1
July 2008, Week 5
July 2008, Week 4
July 2008, Week 3
July 2008, Week 2
July 2008, Week 1
June 2008, Week 5
June 2008, Week 4
June 2008, Week 3
June 2008, Week 2
June 2008, Week 1
May 2008, Week 5
May 2008, Week 4
May 2008, Week 3
May 2008, Week 2
May 2008, Week 1
April 2008, Week 5
April 2008, Week 4
April 2008, Week 3
April 2008, Week 2
April 2008, Week 1
March 2008, Week 5
March 2008, Week 4
March 2008, Week 3
March 2008, Week 2
March 2008, Week 1
February 2008, Week 5
February 2008, Week 4
February 2008, Week 3
February 2008, Week 2
February 2008, Week 1
January 2008, Week 5
January 2008, Week 4
January 2008, Week 3
January 2008, Week 2
January 2008, Week 1
December 2007
November 2007
October 2007
September 2007
August 2007
July 2007
June 2007
May 2007
April 2007
March 2007
February 2007
January 2007
December 2006
November 2006
October 2006
September 2006
August 2006
July 2006
June 2006
May 2006
April 2006
March 2006
February 2006
January 2006
December 2005
November 2005
October 2005
September 2005
August 2005
July 2005
June 2005
May 2005
April 2005
March 2005
February 2005
January 2005
December 2004
November 2004
October 2004
September 2004
August 2004
July 2004
June 2004
May 2004
April 2004
March 2004
February 2004
January 2004
December 2003
November 2003
October 2003
September 2003
August 2003
July 2003
June 2003
May 2003
April 2003
March 2003
February 2003
January 2003
December 2002
November 2002
October 2002
September 2002
August 2002
July 2002
June 2002
May 2002
April 2002
March 2002
February 2002
January 2002
December 2001
November 2001
October 2001
September 2001
August 2001
July 2001
June 2001
May 2001
April 2001
March 2001
February 2001
January 2001
December 2000
November 2000
October 2000
September 2000
August 2000
July 2000
June 2000
May 2000
April 2000
March 2000
February 2000
January 2000
December 1999
November 1999
October 1999
September 1999
August 1999
July 1999
June 1999
May 1999
April 1999
March 1999
February 1999
January 1999
December 1998
November 1998
October 1998
September 1998
August 1998
July 1998
June 1998
May 1998
April 1998
March 1998
February 1998
January 1998
December 1997
November 1997
October 1997
September 1997
August 1997
July 1997
June 1997
May 1997
April 1997
March 1997
February 1997
January 1997
December 1996
November 1996
October 1996
September 1996
August 1996
July 1996
June 1996
May 1996
April 1996
March 1996
February 1996
January 1996
December 1995
November 1995
October 1995
September 1995
August 1995
July 1995
June 1995
May 1995
April 1995
March 1995
February 1995
January 1995

ATOM RSS1 RSS2



LISTS.UFL.EDU

CataList Email List Search Powered by the LISTSERV Email List Manager