**9.3 Measures of reading comprehension versus listening comprehension**

The end goal of reading is comprehension as it is important to know how well students comprehend the material they read and that is provided orally. It is important to assess whether students perform better when listening to information or when reading the information or do they struggle with both that requires specific intervention strategies.


These tests include reading aloud a passage and responding to questions based on it, reading a passage that has a word or phrases missing and providing the missing word(s), and silently reading three sentences—two of which are illogical because they contain a silly word. (e.g., "The boy cames [sic] home late") and circle the sentence that makes sense.

## **9.4 Measures of spelling**

Sometimes students may have a strong visual memory for words while reading but really struggle to apply these rules at a higher level like in writing and it is also important to know students' single-word spelling ability by making them write single letters and spell words that are dictated, find the correctly spelled word among a group of four words of which three are misspelled.

Common tests used are,

a.Wechsler Individual Achievement Test (WIAT-4) (Spelling)

b.The Word Identification and Spelling Test (WIST)

c.Woodcock-Johnson IV Tests of Achievement (Spelling)

d.Kaufman Test of Educational Achievement, 3rd ed. (Spelling)

e.Process Assessment of the Learner, 2nd ed. (Word Choice)

#### **9.5 Measures of written content and grammar usage**

Assessing writing at higher levels is equally important as reading to assess reading at higher levels (fluency and comprehension). It is necessary to see how pupils employ linguistic structures and spell in their writing in order to comprehend this one. A variety of exams are available to evaluate written content and grammatical usage.

