PRIDE Comprehensive Reading Assessment
"What is the PRIDE Comprehensive Reading Assessment?"
Assessment 1 – Decoding and Encoding Phonemes:
This section assesses the student’s ability to recognize phonemes both orally and written. Each phoneme within the list becomes more difficult as the list progresses.
Assessment 2 – Spelling Words:
This section focuses on the student’s ability to spell words. The words within each list become more difficult as the list progresses.
Assessment 3 – Reading Words Quickly:
This section measures the recognition of words out of context. The words within each list are of about equal difficulty.
Decoding and Encoding Phonemes
Part 1 (Visual):
Hold up each sound card and ask the student to state the name of the letter and the sound that the letter makes. Circle the errors and then write in the space next to the circle what the student said. As soon as the student reaches 3 errors, stop the assessment.
Part 2 (Auditory):
Using the sound cards, have the student write down the letter(s) that makes the sound(s) you dictate on a separate sheet of paper with a pen. Circle the errors and then write in the space next to the circle what the student wrote. As soon as the student reaches 3 errors, stop the assessment.
Dictate the following words. Have the student write down the words that you dictate on a separate sheet of paper with a pen. Circle the errors and then write in the square next to the circle what the student wrote. As soon as the student reaches 3 errors, stop the assessment.
Reading Words Quickly
Make a copy of the word list at the end of this assessment for the student. You may want to laminate this list. Have a student read each word on the laminated list. Start with Level 1. On your copy, circle the errors and then write in the space next to the circle what the student read. As soon as the student reaches 3 errors in a Level, STOP the assessment.
Analysis and Placement
Looking at the Results:
There’s no perfect science to placing a student in the right program. Every child is different and you have to look at the results to determine where you feel they are best placed.
A good predictor would be if there are 2-3 missed words in a Level from both Assessment 2 – Spelling Words and Assessment 3 – Reading Words combined, you would typically would want to start them at that particular level or earlier, depending on the amount of gaps the student has.
If the student gets more than 3 wrong in the first 2 lines of Assessment 1, then that student might belong in our Beginning Consonants book.
The PRIDE Reading Program is an Orton-Gillingham structured literacy based method designed for children with learning differences. Orton-Gillingham is an extremely structured, systematic, cumulative, and repetitive process. For children with dyslexia, speech & language deficits, and auditory processing disorders, this method is perfect for them.
We use as many senses as possible (visual, auditory, tactile) and at the same time.
Every lesson has 3 components and 10 steps: introduction, practice, and reinforcement.
Instruction is given in a logical sequence and each lesson builds on the previous one.
Repetition is crucial, and is included in every step of the program.