Secondary Literacy Guide

Read 180 Assessments

To view the Read 180 Assessments and Analytics Guide Click HERE.

For a detailed description of the progress monitoring measures provided in Read 180 Click HERE.

Reading Inventory (RI) The HMH Reading Inventory is an objective, research-based assessment of students’ reading comprehension ability that can be used to screen and place students, form groups, and differentiate instruction. It is a computer-adaptive test designed for quick administration in an untimed, low-pressure environment. The RI is based on the Lexile Framework for reading which is designed to bridge two critical aspects of student reading achievement --- Leveling text difficulty and assessing the reading skills of each student. During the RI test, students read brief passages from literature and nonfiction and answer questions about what they have read. Phonics Inventory (PI) The Phonics Inventory is designed to identify older struggling readers who require systematic and explicit phonics instruction to strengthen foundational skills necessary for fluency and reading comprehension. The PI measures both accuracy and fluency by identifying the number of correct the answers as well as the speed of student responses. The assessment measures letter recognition, sight word recognition, and nonsense word decoding. Interim and End of Workshop Assessments Workshop Assessments allow teachers to monitor students’ reading progress in Read 180 with reading passages and assessment questions connected to ReaL Book Workshops. The Workshop Assessments are computer-based, untimed, correlated to skills taught in class, and criterion-referenced. Teachers will be able to measure students’ reading trajectory to college and career readiness, and students will build mastery and confidence with various item types found on Next Generation Assessments (NGA). Progress Monitoring Measures There are many curriculum-embedded assessments in the Read 180 program. These include writing, career focus projects, performance tasks, daily formative assessments, partner and self assessments, book quizzes, and oral fluency assessments. Teachers use these progress monitoring measures the adjust groups and differentiate instruction.