Testing kids on text they cannot read is generally counterproductive for several reasons:
1. Accuracy in Assessment: Tests aim to measure a child's understanding and skills. If a child cannot read the text, the test will not accurately reflect their comprehension, knowledge, or critical thinking skills. It will only highlight their inability to read that specific text.
2. Frustration and Anxiety: Being tested on unreadable text can lead to frustration and anxiety, which can negatively impact a child's attitude toward learning and school. This emotional response can create a long-term aversion to reading and testing.
3. Hindrance to Learning: When children are tested on texts beyond their reading level, they spend more time struggling with basic decoding rather than learning and applying new concepts. This hinders their overall educational development.
4. Fairness and Equity: Testing should be fair and equitable. Testing children on texts they cannot read creates an unequal playing field, especially for those who might be struggling with reading due to learning difficulties such as dyslexia and language barriers, or limited access to resources.
5. Instructional Guidance: Tests are also used to inform instruction. If the data from these tests are skewed because the texts are too difficult, educators may not get an accurate picture of a child's strengths and weaknesses, leading to ineffective or misdirected teaching strategies.
6. Developmentally Appropriate Practices: Education should be tailored to meet students where they are developmentally. Expecting children to read texts that are too advanced for their reading level is not developmentally appropriate and does not align with best practices in education.
Overall, ensuring that tests are accessible and appropriate for a child's reading level helps provide a more accurate measure of their abilities and supports their learning and development more effectively.
~Shelley Hatch ~
Director Dyslexia Center of Utah
6-8-24