{"id":6283,"date":"2024-09-06T04:57:06","date_gmt":"2024-09-06T04:57:06","guid":{"rendered":"https:\/\/cdci.w3.uvm.edu\/blog\/aslresources\/?page_id=6283"},"modified":"2024-09-19T09:23:34","modified_gmt":"2024-09-19T09:23:34","slug":"literacy-assessment","status":"publish","type":"page","link":"https:\/\/cdci.w3.uvm.edu\/blog\/aslresources\/literacy-assessment\/","title":{"rendered":"Literacy Assessment"},"content":{"rendered":"\n
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Literacy Assessment Tools<\/h2>\n\n\n\n

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\"Literacy<\/figure>
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Literacy Motivation Profile<\/p>\n\n\n\n

by Gretchen Hanser and Rachel Skinner<\/p>\n\n\n\n

Two pages of questions\/choices about student’s attitudes, beliefs, experiences, and opinions related to literacy.<\/p>\n\n\n\n

Profile<\/a><\/p>\n<\/div>\n<\/div><\/div>\n\n\n\n

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\"All<\/figure>
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All Children Can Read Literacy Skills Checklist<\/p>\n\n\n\n

by National Center on DeafBlindness<\/p>\n\n\n\n

The checklist describes if\/how often specific literacy-related behaviors are observed at home, school or in the community. At the end of each section there is information about where to locate strategies and resources to assist in developing and improving literacy skills.<\/p>\n\n\n\n

NCDB Checklist<\/a><\/p>\n<\/div>\n<\/div><\/div>\n\n\n\n

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\"Six<\/figure>
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Literacy Rubric <\/p>\n\n\n\n

by Kathy Staugler 2007 <\/p>\n\n\n\n

One page rubric of literacy behaviors ranging across early emergent, transitional emergent, and early conventional skills. Areas described include:<\/p>\n\n\n\n