An educator must utilize assessments such as the WCPM (Words Correct Per Minute) to plan for responsive instruction, especially among learners struggling with reading skills. Educators fail to identify the assessment results as efficient tools for diagnostic teaching. Diagnostic teaching is a sequence of activities where educators can utilize various ways of assisting learners.
First, assessment procedures are essential. Therefore, the educator must assess the learners reading ability by subjecting the learner to the WCMP program to decide their performance level and, as an initial course of action, the starting point.
The second process entails interpreting data according to the learner’s development level, for instance, by finding out if the language is first or second—this point of action assists in meeting the curriculum expectations through the teaching practices. Thirdly, there is a need to adjust the strategies and contents for giving teaching guides.
The teaching strategies have to incorporate the learners’ requirements to master or garner new advanced skills or strategies to matriculate their reading capabilities and knowledge. A good course of action an educator should contemplate in their duties of helping a learner matriculate in their WCPM and reading accuracy includes offering support for continual reading habits.
Learners with reading challenges need a restricted number of directives for decoding words to sharpen their skills. Lastly, learners often take a while to master skills. Therefore there is a need for continual re-interpretation of the teaching guidelines over time.
Importance of the WCPM and Reading Accuracy
Engagement in the reading fluency analysis gives us a bridge between the ability to identify and comprehend content. It is a spark for leaders because it allows them to focus on the issues and thus put attention towards the need to understand the meaning of text during reading.
Non-fluent readers focus much of their attention on figuring out the words and therefore end up with another problem linked to comprehension.
The process provides an opportunity to engage guidelines for verbally repeated reading and supportive assistance from the educators’ feedback from the performance results. The assessment is class-based for monitoring learners’ progress and for both the accuracy and reading rates.