Is my child in the right reading level?

[Anonymous]

[DC can read at the PQR levels under the DRA system. DC's teacher says that the ability to decode is way above comprehension, so has DC at the EFG level books.

Not being a reading expert, I'm confused ow there can be such a big difference between being able to read and comprehension? When I ask DC about what happened in a story, comprehension seems to be there. I don't want to push, but I also don't want DC to be held back either.

DC is shy and sometimes doesn't answer questions readily and I wonder if this was taken by teacher as lack of comprehension?

If there a way I can have DC tested independently? WWYD?

[Anonymous]

I am confused about why you would want to have your child tested independently. What purpose would that serve?

Your child needs to show comprehension at increasingly complex levels as they progress through reading levels. This is very different than simply retelling a story. You likely are asking simple recall questions but the assessments will be asking higher-order thinking questions involving skills like inferring and making predictions.

If you want to help your child with comprehension, ask your child's teacher about what types of questions you should be asking when reading to promote increased comprehension.

[Anonymous]

What grade is your child in? I don't understand why you need to get tested independently. It's not an IQ test.

My 2nd grader is not a strong reader. I was very concerned but I have been told he is at grade level. Teacher and reading specialist have both told me that many kids may seem like they are reading very advanced but the comprehension is not there so my son is not as far behind as it may appear.

[Anonymous]

What would I do? Not be a helicopter and admit that maybe the teacher has a grasp of my child. Maybe you read (no pun) into your child's comprehension more because you want her to advance quicker. Let the teacher teach. You parent.

If you think she comprehends more - tell the teacher and see what the teacher says.

[Anonymous]

First of all, you're confusing the reading levels.
The DRA2 is an assessment that a teacher gives. It tests decoding, fluency and comprehension. The comprehension questions are more than just "tell me what happened." Kids get points for using the characters' names and giving specific details. Saying "it's about a kid and a cat who get lost" isn't enough. And the student can't go back into the book to look for the answer. She has to hold it in her head.

Based on the assessment, a DRA level is generated. It's numerical and it doesn't progress in a logical order. The benchmark for end of kindergarten is 4, end of grade 1 is 16, end of grade 2 is 28, end of grade 3 is 3 and end of grade 4 is 40. Books are leveled using this system. For example, in first grade a student moves through a level 4, 6, 8, 10, 12, 14 and then 16. Each level has it's own distinct features and requires the reader to integrate more skills. You can look at the text and see differences in the amount of print on the page, the amount of picture support, the complexity of the sentence structures, the vocabulary, and so on.

Another way to level books is to use the Fountas & Pinnell system. That's where you see books/levels using letters. You can make connections between the two systems.

It is not uncommon that a student can "word call" meaning she can decode but not be able to fully understand what she's reading. This sounds like your kid. The teacher is probably working with her to stop and think every few pages about what she's read so that she's building the story in her head. She may also be working with her on her expression so that her reading "sounds like talking." A sign of comprehension is when the reader can read orally with great expression. It means they're really getting what the story is about.

Talk with the teacher about ways you can help her with comprehension at home. What prompts is the teacher using so you can use the same language? And don't dismiss reading aloud to your child. This is a great way to expose your child to more complex texts and talk with her about what is happening. She may not be able to decode, but she can understand what is happening. That's why we read aloud to our kids. And it's a great way to end the day.

[Anonymous]

End of grade 3 is 38 ^^^^^

[Anonymous]

What does it matter???

I was told my third grader is reading at a 7th grade level. He recognizes words and vocabulary at the higher level.

That was what we were told at Fall conferences. The school sees all different abilities. They will group accordingly.

[Anonymous]

Anonymous wrote:What does it matter???

I was told my third grader is reading at a 7th grade level. He recognizes words and vocabulary at the higher level.

That was what we were told at Fall conferences. The school sees all different abilities. They will group accordingly.

I think I finally understand why people hate humble brags so much. There was no reason to say your kid is at a 7th grade reading level.

[Anonymous]

Eh, in third grade I was reading from the adult section. It happens.

[Anonymous]

Anonymous wrote:

Anonymous wrote:What does it matter???

I was told my third grader is reading at a 7th grade level. He recognizes words and vocabulary at the higher level.

That was what we were told at Fall conferences. The school sees all different abilities. They will group accordingly.

I think I finally understand why people hate humble brags so much. There was no reason to say your kid is at a 7th grade reading level.[/quote ]

This, except it wasn't just this post that made me realize I hate humblebrags. I'm a teacher and I do not believe your child is truly reading at a 7th grade level. Once a kid can decode, however, he is able to read the words. (I just hope you aren't The Longest Day poster, yet again.)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What does it matter???

I was told my third grader is reading at a 7th grade level. He recognizes words and vocabulary at the higher level.

That was what we were told at Fall conferences. The school sees all different abilities. They will group accordingly.

I think I finally understand why people hate humble brags so much. There was no reason to say your kid is at a 7th grade reading level.[/quote ]

This, except it wasn't just this post that made me realize I hate humblebrags. I'm a teacher and I do not believe your child is truly reading at a 7th grade level. Once a kid can decode, however, he is able to read the words. (I just hope you aren't The Longest Day poster, yet again.)

Not me. In fact, I'm a parent that pushed back against placing my kids in GT. I feel their teachers challenge them sufficiently and I want them to live school not be miserable with the extra GT homework like their friends.

My point was that there are many kids in this area like OPs. We get PALS they max out and told they don't have to take it again the rest of the year.

Yet--I listen to insufferable parents at my school going on and about their genius kids. In an anonymous message board, I find it ok to state what you've been told. Yes-teacher said exactly "7th grade level" and he is in a pull out.

[Anonymous]

I sympathize, OP.

I have a 2e kid who could read and enjoy many books for grown ups but never tested more than 2 grades ahead until he reached 5th grade, when his testing level finally rejoined the abilities I had seen ever since he learned to read.

Part of it was his learning disabilities, part of it is that this kind of testing isn't perfect and will not adequately describe some children at the fringe who don't develop their verbal, writing, comprehension and decoding skills ALL at the same pace. And you threw shyness into the mix, which makes it even more muddled.

I know it's frustrating, but I would be patient and not worry. Let your child bring higher-level books to read at school so the teacher is well aware he can enjoy them. And work on reading comprehension: Inference Jones and Reading Detective are two excellent workbooks he can do to bolster his understanding of what he reads.

[Anonymous]

You left out what grade your child is. If in first grade, then yes, your child is at the right reading level -- EFG is right on target. If in second grade or above, then I would ask for extra help/pull outs in school/extra assignments at home to work on comprehension.

[Anonymous]

I was a child who could read multiple levels above (one of those 7th grade reading level in 3rd grade) but the comprehension was not always there. To this day - I miss vital things when I read because I skim, race ahead and generally am too fast.

Don't rush OP, comprehension is vital. Your kid will pay for it later.

[Anonymous]

Anonymous wrote:First of all, you're confusing the reading levels.
The DRA2 is an assessment that a teacher gives. It tests decoding, fluency and comprehension. The comprehension questions are more than just "tell me what happened." Kids get points for using the characters' names and giving specific details. Saying "it's about a kid and a cat who get lost" isn't enough. And the student can't go back into the book to look for the answer. She has to hold it in her head.

Based on the assessment, a DRA level is generated. It's numerical and it doesn't progress in a logical order. The benchmark for end of kindergarten is 4, end of grade 1 is 16, end of grade 2 is 28, end of grade 3 is 3 and end of grade 4 is 40. Books are leveled using this system. For example, in first grade a student moves through a level 4, 6, 8, 10, 12, 14 and then 16. Each level has it's own distinct features and requires the reader to integrate more skills. You can look at the text and see differences in the amount of print on the page, the amount of picture support, the complexity of the sentence structures, the vocabulary, and so on.

R Another way to level books is to use the Fountas & Pinnell system. That's where you see books/levels using letters. You can make connections between the two systems.

It is not uncommon that a student can "word call" meaning she can decode but not be able to fully understand what she's reading. This sounds like your kid. The teacher is probably working with her to stop and think every few pages about what she's read so that she's building the story in her head. She may also be working with her on her expression so that her reading "sounds like talking." A sign of comprehension is when the reader can read orally with great expression. It means they're really getting what the story is about.

Talk with the teacher about ways you can help her with comprehension at home. What prompts is the teacher using so you can use the same language? And don't dismiss reading aloud to your child. This is a great way to expose your child to more complex texts and talk with her about what is happening. She may not be able to decode, but she can understand what is happening. That's why we read aloud to our kids. And it's a great way to end the day.

Thanks, PP. My confusion was that DC was tested in pre-K and said to be reading at the 2nd grade level. Now DC's in first grade and said to be reading at the 1st to 2nd grade level. But when we read together at home, DC can read books that are more advanced with relative ease, fluency, and enjoyment. DC's really into Harry Potter, and is reading the Chamber of Secrets independently. Thr books the teacher is sending home, though, are much simpler. Not mich above Cat in thr Hat level.

It's not that I think DC is a genius nor do we want to push, but DC does not seem to enjoy the books teacher is sending home. I'm wondering if the testing at school just went wrong somehow. I was once tested for reading in the old days when we had scantrons. I put two answers on one row, which few off all of the answers. I got put into a level of reading that was far below my abilities and was bored to tears for a year. I don't know enough about how DC was tested but am wondering whether something could have thrown the testing off. It's a bit awkward alking to DC's teacher because when I asked tentatively about this, she became very defensive.

This is why I was wondering about an independent tester. Not to challenge the teacher, but so we as parents have a better sense of what kind of support we should b giving DC.