Reading Assessment Strategies for On-Line Learners

Compared to conventional classroom settings, e-learning relies heavily on a student’s reading ability. However, many students, particularly those at-risk or those who may have already dropped out of conventional schools, tend to have low reading ability that affects their ability to learn online. The problem is that relatively little has been done to address reading problems confronted by online distance learners and educators. E-learning often begins with an assumption that students can read. This study (a) identifies empirical-supported reading assessments employed by conventional schools, and (b) proposes reading assessment strategies for use by online educators. A review of reading assessment literature reveals that in conventional schools settings, classroom teachers are the primary people who detect students’ potential reading problems; reading specialists are often called upon to further diagnose and treat reading problems; authentic assessments and reading software are being used as an integral part of classroom instruction to help students enhance their reading skill. The proposed assessment strategies include extant data analysis, learner-self and informant assessments, and reading-specific and performance-based assessments. Introduction Attracted by the potential of online distance education, many virtual schools are being established nationwide that are expanding curricula options for a wide range of students. Clark (2001) reported continued growth of virtual schools, with a trend from virtual high schools to virtual K-12 schools. Fourteen States had approved virtual schools and it was estimated that 40,000 to 50,000 K-12 students would take online courses in 2001-2002 (Clark, 2001). The problem is that there is little empirical research to help guide distance educators and learners faced with reading difficulties. It is often assumed that students taking online courses and/or entering virtual schools can read. However, many students, particularly those at-risk or those who may have already dropped out of conventional school, tend to have low reading ability that affects their ability to learn online. While focus is being placed on address reading issues in conventional schools, there is a dearth of studies and information on how to address reading problems at a distance; when instructors and reading specialists are separated from the learner by geographic distance. Considering online courses rely heavily on a student’s reading ability, the potential problems are evident. Empirically supported methods are needed to assess and treat reading problems confronted by online distance learners and educators. Conventional K-12 schools are expending considerable time, effort and resources to enhance students’ reading skills and to meet state reading standards enacted by the No Child Left Behind (NCLB) Act of 2001 (NCREL, 2002). The reading standards count for virtual schools as well, especially if they receive state-funding. In a virtual learning environment, however, it can be more difficult to monitor student progress than in the conventional setting: one reason is that, in the virtual environment, it is neither as easy to trace a student’s problems, nor to determine their causes (Easton, 2003). “There are no vis ual cues that suggest when a student is frustrated, confused, fired, or bored” in a virtual learning environment (Easton, 2003, p. 89). To the point, student reading ability remains significant to the progress of virtual schooling. It is apparent that if a student has reading problems, he or she may have difficulty in progress through online courses and may eventually dropout. Reading problems result from the deficit of cognitive development, comprehensive skills, or unfamiliarity to vocabulary or curriculum (Blachowicz, 1999). Online educators need reading assessment strategies to determine whether or not a low-achieving student has reading problems. Online educators also need a systemic approach to address such problems once they have been identified. The purpose of this study is to identify optimal reading assessment strategies for use by online educators across the curriculum. Specifically, this study (a) identifies empirical-supported reading assessment practices employed by conventional schools, and (b) proposes reading assessment framework for use by online educators.