ERIC Number: ED241915
Record Type: RIE
Publication Date: 1984-May
Re-examining and Re-thinking Reading Diagnosis.
Searfoss, Lyndon W.; Glazer, Susan M.
The medical model of reading diagnosis, which presumes something is wrong with the reader that can be diagnosed and remediated, needs to be reexamined. The ability to use writing as a communication tool, for example, must be considered as part of diagnosis if the purpose is to determine how literate someone is. Diagnostic tasks must also reflect the varied forms of real print, in real contexts, rather than offering short, contrived test tasks. Diagnosis, therefore, should be as broad in practice as reading must be by definition. One framework for such a diagnosis is labeled C. A. L. M., an acronym for Continuous Assessment of Language Model. This model perceives diagnosis as being a continuous and cumulative observation in a variety of settings, asking and restating questions. Several levels of the environment can be tapped as sources of data to generate initial diagnostic questions, including (1) the reader's microsystems, such as home, classroom, or day care center; (2) the reader's mesosystem, comprised of the interrelationships among the microsystems; and (3) the reader's exosystem, which embraces major social institutions that might affect the child's development of reading skills. Diagnostic procedures must sample as many of these systems as possible to create a valid, reliable, and complete picture of a reader's use of reading. (HOD)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (Atlanta, GA, May 6-10, 1984).