Developmental Reading Assessment | Second Edition PLUS

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.

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.

Are there any specific instructions for a student who stutters?

The classroom teacher should collaborate with the student’s speech-language pathologist (SLP) and review the student’s Individualized Education Plan (IEP) for more direction. The IEP should suggest appropriate accommodations for the student. In the case of an oral reading fluency measure, if neither the SLP nor the IEP provides guidance, the timed oral reading fluency measure should be disregarded and so noted.

How should a record of oral reading or a measure of oral reading fluency be scored for a student with a speech sound disorder (SSD)?

Teachers providing instructional support for a student with an SSD should be familiar with the specific sounds or classes of sounds in error for the student. When reading orally, a student should have known speech sound errors, such as a sound substitution, omission, or distortion, counted as correct and not a miscue. The teacher should score based on the student’s intended word, excusing the SSD errors.