Developmental Reading Assessment®, 2nd Edition PLUS (DRA2+)

Developmental Reading Assessment®, 2nd Edition PLUS (DRA2+)
 
 

FAQs

 

Frequently Asked Questions About DRA2, K–3

For the results of DRA2, K–3, to be reliable and accurate, it is important for you to be familiar with the guidelines and procedures for administering the assessment. In addition to the guidelines provided in this Teacher Guide, here are answers to some of the most frequently asked questions teachers have about DRA2 that you may find helpful.

What is the appropriate number of times to administer DRA2?

In general, the assessment is given twice a year (fall and spring) to provide teachers with information to guide instruction. There is always the option to administer the assessment more frequently. Oftentimes, the assessment is administered at midyear to identify the needs or skills of students who are challenged readers. It is also given mid-year, in some cases, to monitor student progress and to provide more instructional guidance.

Is it okay to prompt the child and ask the child to reread with better expression?

No. When a student is reading aloud during the assessment, it is not an instructional moment. The information gained from the student’s oral reading is intended to be a snapshot of the student’s skills at that point in time. The teacher should use the information gleaned from the assessment to guide instruction in the weeks to come.

Do we count a word error if a child misreads the word every time it is repeated in the text?

Every error, except for the repetition of a person’s name (Raymond for Ramon), is counted each time.

Should the retelling expectations be the same for a first grader and a third grader?

Yes, but on varied levels of text difficulty. In other words, a first grader reading DRA2 text Levels 4 to 16 would still require a score of 20 on the Comprehension section of the Continuum to demonstrate an Independent response, but he or she would be retelling text that is simpler/less complex. A third grader would be extracting the information from text that is longer and more complex. It is important to model and teach how to give a retelling, as well as have students practice giving retellings.

Frequently Asked Questions About DRA2, 4–8

For the results of the DRA2, 4–8, to be reliable and accurate, it is important for you to be familiar with the guidelines and procedures for administering the assessment. In addition to the guidelines provided in this Teacher Guide, here are answers to some of the most frequently asked questions teachers have about DRA2 that you may find helpful.

Do we count a word error if a student misreads the word every time it is repeated in the text?

In DRA2, you should use the procedures set forth by Dr. Clay for scoring and analyzing running records. Every error, except for the repetition of a person’s name (Raymond for Ramon), is counted each time.

Why does the DRA2 count all the errors in an oral passage instead of counting only the significant miscues, as in Jerry Johns’ Basic Reading Inventory (BRI)?

The DRA2 counts all the errors in order to be more consistent. One teacher may consider an error insignificant, while another teacher may consider that same error as important.

How does the DRA2 inform instruction for Independent students?

Students who score in the Independent range in Comprehension and oral reading Accuracy and Rate will still benefit from further instruction. Examine the pattern of circled statements on the student’s Continuum to identify areas to instruct/scaffold (Intervention or Instructional scores), extend (Independent or Advanced scores), or reinforce (Independent or Advanced scores). See the Moving Into Instruction section of the Handbook for specific instructional activities based on what students are “generally able to do” and what they “are learning to do.”

The two best questions to ask at the end of a DRA2 are:

Have I learned anything new about this student from this assessment?

Is there more teaching that needs to take place at this point?

If the answer to either question is yes, the information to guide instruction has been obtained.

What is the appropriate number of times to administer DRA2?

In general, DRA2 is given twice a year (fall and spring) to provide teachers with information to guide instruction. There is always the option to administer the assessment more frequently. Often times, the assessment is administered at midyear to identify the needs or skills of students who are challenged readers. It is also given midyear, in some cases, to monitor student progress and provide more instructional guidance.

Is it okay to prompt the student and ask the student to reread with better expression?

No.When a student is reading aloud during the assessment, it is not an instructional moment. The information gained from the student’s oral reading is intended to be a snapshot of the student’s skills at that point in time. The teacher should use the information gleaned from the assessment to guide instruction in the weeks to come.

How do DRA levels correlate with the Fountas and Pinnell Guided Reading levels?

DRA levels represent on-grade level texts and correspond with the range of Fountas and Pinnell Guided Reading levels in the on-grade level zone. In addition, observations of students’ oral reading, coupled with the information from the Continuum and Focus for Instruction, provide teachers with direction for instruction and/or guided reading.

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