RED 570 Assignment #1 Reflections on Teaching Reading
Part 1: Directions:
• 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,
o 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.

the response should be left uncorrected.

dropping the inflectional endings from words (e.g., jumps, jumped.)

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?

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step-by-Step Tutor Guide to Completing RED 570 Assignment #1

This guide is designed to help you organize your thinking, structure your paper clearly, and respond directly to each part of the assignment. Follow each step in order, and you’ll have a well-structured, thoughtful reflection aligned with course expectations.

Step 1: Understand the Purpose of the Assignment

Before writing anything, remember that this assignment is not about getting the “right” score. Instead, it asks you to:

Identify your theoretical orientation to reading
Reflect critically on your beliefs and instructional practices
Connect theory to how you actually teach reading

Your reflection should be honest, analytical, and grounded in your instructional experience.

Step 2: Complete the TORP Assessment

Carefully read each statement on the DeFord TORP.
Circle one response (SA–SD) that best matches your beliefs.
Remember: You may only use “3” two times.
Answer based on your true instructional philosophy, not what you think is expected.

👉 Important: The assessment responses should be left uncorrected, exactly as completed.

Step 3: Score the TORP Correctly

Assign point values to each response.
Reverse-score the following items:
5, 7, 15, 17, 18, 23, 26, 27
- SA = 5 points
- SD = 1 point
Add all points to determine your total score.
Identify your theoretical orientation:
- Phonics: 0–65
- Skills: 65–110
- Whole Language: 110–140

📎 In your submission, include:

Your score calculations
A copy of the completed TORP assessment

Step 4: Organize Your Paper

Use the following structure to keep your reflection clear and focused:

Introduction

Briefly introduce the TORP assessment.
State your overall score and theoretical orientation.
Preview whether you agree or disagree with the placement.

Step 5: Analyze Your TORP Results

In this section:

Explain why your score falls within the identified range.
Refer to specific beliefs reflected in the TORP statements.
Connect your score to reading components such as phonics, fluency, comprehension, or meaning-making.

Tutor Tip: Avoid summarizing every question—focus on patterns in your responses.

Step 6: Agree or Disagree With Your Placement

Clearly state your position:

If you agree:
- Justify your placement by describing how you conduct reading instruction.
- Provide concrete classroom examples (e.g., guided reading, phonics instruction, student-led discussions).
If you disagree:
- Explain why the score does not fully reflect your beliefs.
- Clarify which instructional practices better represent your approach.

Step 7: Connect Theory to Practice

This is the most important part of the assignment.

Describe how your instructional choices support students’ reading development.
Explain how your philosophy influences lesson planning, assessments, and interventions.
Align your reflection with ILA Standard 1.1 by emphasizing foundational reading knowledge.

Step 8: Review Before Submitting

Before submitting, make sure you have:
✔ Addressed every bullet point in the directions
✔ Included your TORP calculations and assessment copy
✔ Written in a reflective, professional tone
✔ Clearly connected beliefs to instructional practice

Helpful Resources for Students

You may share these links with students to support understanding and reflection:

International Literacy Association (ILA):
https://www.literacyworldwide.org
Reading Rockets – Reading Instruction & Theory:
https://www.readingrockets.org
Overview of Reading Theories:
https://www.education.com/reference/article/reading-theories/
Balanced Literacy Explained:
https://www.readingrockets.org/topics/balanced-literacy