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Abstract
Reading is the gate to other knowledge. In the reading performance there are three types of procedures. The first one is a procedure for pronouncing words and non words using the most common mapping between letters and sounds. The second is a procedure for mapping familiar written words directly into their corresponding phonological (sounds) forms. The last one is a procedure for mapping word directly onto its meaning. The three procedures are needed for making sounds in appropriate matching between outer stimulus (words) and inner storage (visual and phonological lexicon) in minds.
According to the skill of the reader, the reading process can be performed by either of two ways:
The skilled reader uses the simultaneous processing where the word is taken as a whole. Here the ideational center, which is present in the parieto-tempro-occipital association area, is concerned with this process.
Non skilled readers use the sequential processing where they process units or certain units within the word.
Reading is a skill which is built upon through stages
Pre-reading Stage: (4-6 years).
Stage 1: Decoding Stage (grades 1-2; Ages 6-7 years).
Stage 2: Automaticity Stage (grades 2-3; ages 7-8 years).
Stage3: Functional silent reading: (Grades 4-8; ages 9-13).
Stage 4: Multiple Viewpoints Stage: (High School; Ages 14-18).
Stage 5: Construction and Reconstruction Stage: (College; Ages 18 and up.
And we are concerned with the first three stages.
Assessing early reading acquisition is complicated, but there are skills to focus on.
Many tests allover the world were done in attempt to assess reading ability, e.g. EGRA, Dyslexia screening test Arabic version for aged children from 6.5 to10.5 years old, Arabic reading test for ages 9 and 10 years old, El Salety Arabic reading test done to assess reading ability in the first three primary classes, Awaad test for aged children aged 10-12 years old, also many tests done by foreign countries e.g.WRMT, Peabody individual reading test, and Schonell graded reading test.
Some of them are common in measuring certain reading parameters such as letter and word identification in EGRA, Arabic reading test and El Salety reading test, Phonological Awareness in EGRA, Dyslexia and Arabic reading test, comprehension assessment in EGRA, Arabic and Awaad test.
Some of them measures specific reading parameters e.g. Dyslexia screening test measures Rapid naming, verbal and semantic fluency, Arabic reading test measures short term memory.
Rapid automatized naming this might be linked to the importance of quick retrieval of phonological representations from long-term memory in reading and the importance of object-naming circuits in the left cerebral hemisphere that are recruited to underpin a child word-recognition abilities.
Reading fluency refers to accurate and automatic decoding of the words in the text, along with expressive interpretation of the text, to achieve optimal comprehension.
Assessing Reading Fluency is discussed in terms of three components Accuracy (is determined by the percentage of words a reader can read correctly), automaticity (measured by the reading rate) and prosody.
Reading Comprehension is an active and complex process that involves understanding written text, developing and interpreting meaning, and using meaning as appropriate to type of text, purpose and situation.
Assessments of reading comprehension vary considerably in what the child is asked to read, in the response format, in memory demands and in the aspects of comprehension .single assessment is rarely adequate.
The best predictor of reading achievement in elementary grades is by assessing oral reading.
When children can read text passages at their own grade level with at least 98% correct word recognition and90% correct comprehension, they are considered to be independent readers at their grade level.