Read the instructions below for administering DeFord’s Theoretical Orientation to Reading Profile (TORP) and then take the test.
· Follow the directions for scoring and then determine where your score falls (decoding, skills,
· whole language, or balanced).
· Analyze your scores explaining why your score falls where it does.
· If you think your score is accurate, justify the position on the continuum by describing how you conduct reading instruction.
· If you believe your score is inaccurate, explain why and again, justify your comments by describing how you conduct reading instruction.
· Submit your calculations for scoring the test and a copy of the assessment! (ILA 1.1)
DeFord Theoretical Orientation to Reading Profile (TORP)
Directions: Read the following statements and circle one of the responses that will indicate the relationship of the statement to your feelings about reading and reading instruction. (SA= Strongly Agree, SD=Strongly Disagree). You may use “3” only two times in your assessment.
SA
2
3 4
SD
1. A child needs to be able to verbalize the rules of phonics
1
2
3
4
5
in order to assure proficiency in processing new words.
2. An increase in reading errors is usually related to a 1 2 3 4 5
decrease in comprehension.
3. Dividing words into syllables according to rules 1 2 3 4 5
is a helpful instructional practice for reading new words.
4. Fluency and expression are necessary components 1 2 3 4 5
of reading that indicate good comprehension.
5. Materials for early reading should be written in natural 1 2 3 4 5
language without concern for short, simple words and sentences.
6. When children do not know a word, they should be 1 2 3 4 5
instructed to sound out its parts.
7. It is a good practice to allow children to edit what 1 2 3 4 5
is written into their own dialect when learning to read.
8. The use of a glossary or dictionary is necessary when 1 2 3 4 5
determining the meaning and pronunciation of new words.
9. Reversals (e.g., saying “was” for “saw”) are significant 1 2 3 4 5
problems in the teaching of reading.
10. It is a good practice to correct a child as soon as an 1 2 3 4 5
oral reading mistake is made.
11. It is important for a word to be repeated a number of 1 2 3 4 5
times after it has been introduced to ensure that it will become a part of sight vocabulary.
12. Paying close attention to punctuation marks is necessary 1 2 3 4 5
to understand story content.
13. It is a sign of an ineffective reader when words and 1 2 3 4 5
phrases are repeated.
14. Being able to label words according to grammatical 1 2 3 4 5
function (e.g., nouns, etc.) is useful in proficient reading.
15. When coming to a word that is unknown, the reader 1 2 3 4 5
should be encouraged to guess the meaning and go on.
16. Young readers need to be introduced to the root form 1 2 3 4 5
of words (e.g., run, long) before they are asked to read inflected forms (e.g., running, longest).
17. It is not necessary for a child to know the letters of the 1 2 3 4 5
alphabet in order to learn to read.
18. Flash-card drills with sight words are unnecessary 1 2 3 4 5
forms of practice in reading instruction.
19. Ability to use accent patterns in multisyllabic words 1 2 3 4 5
(pho’ to graph, pho to’ gra phy, and pho to gra’ phic) should be developed as part of reading instruction.
20. Controlling text through consistent spelling patterns 1 2 3 4
5
(e.g., The fat cat ran back. The fat cat sat on a hat.) is a means by which children can best learn to read.
1. Formal instruction in reading is necessary to ensure 1 2 3 4 5
the adequate development of all the skills used in reading.
2. Phonic analysis is the most important form of analysis
used when meeting new words.
1
2
3
4
5
3. Children’s initial encounters with print should focus on meaning, not upon exact graphic representation.
1
2
3
4
5
4. Word shapes (word configuration) should be taught in reading to aid in word recognition.
25. It is important to teach skills in relation to other skills.
1
2
3
4
5
1 2
3
4
5
26. If a child says “house” for the written word “home,” 5
1
2
3
4
27. It is not necessary to introduce new words before
1
2
3
4
5
they appear in the reading text.
28.
Some problems in reading words are caused by readers 5
1
2
3
4
the response should be left uncorrected.
dropping the inflectional endings from words (e.g., jump s, jump ed.)
To determine your theoretical orientation, tally your total score on the TORP. Add the point values as indicated on each item, except for the following items: 5, 7, 15, 17, 18, 23, 26, 27. For these items, reverse the points by assigning 5 points for strongly agree (SA) to 1 point for strongly disagree (SD).
Once your points have been added, your overall score on the TORP will fall in one of the following ranges.
Theoretical Orientation Overall Score Range
Phonics
0-65
Skills
65-110
Whole language
110-140
Now that you have found your theoretical orientation according to the TORP, please give your critical response to your placement. Do you agree? Disagree?
Part 2:
Retrieve the following articles:
Hanford, E., & Peak, C. (Nov 19, 2021). Influential authors Fountas and Pinnel stand behind disproven reading theory. APM Reports.
https://www.apmreports.org/story/2021/11/19/fountas-pinnell-disproven-childrens-reading-theory
Schwartz, S. (Dec 3, 2019). The most popular reading programs aren’t backed by science.
Education Week.
https://www.edweek.org/teaching-learning/the-most-popular-reading-programs-arent-backed-by-science/2019/12
From your review of these articles, respond to the following:
1. Summarize each article (1/2 – 1 page each) (ILA 1.1)
2. Who are Fountas and Pinnell and why are they so influential? What is probably their theoretical orientation to reading? (ILA 1.1)
3. What is the controversy surrounding their methods? (ILA 2.1)
4. If you were a school superintendent, do you think these criticisms are relevant? Would you adopt their methods for your district? Would you adopt them with some revisions? Why or why not? Defend your response (ILA 2.1)
Points will be taken off for the following:
· Reference not in APA format and/or writing style
· No title page
· Excessive incorrect grammar
· Excessive incorrect spelling
· Excessive incorrect sentence structure
· Late submission: -1 point per day