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Children develop as readers in different ways and at different times. There are certain signs of reading or learning problems, though, that parents and teachers can watch out for. The following articles provide information on different processes for identifying kids who need extra help to succeed in school. You may also want to see the Developmental Timelines and Struggling Readers sections for additional articles and information.
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By: National Center for Learning Disabilities (2006)
Students must pass a high stakes tests to graduate high school. If they fail, they don't get a diploma. These tests are a major barrier for students with learning disabilities who often do not test well. Accommodations can help. Learn how to help children with learning disabilities do well on these tests.
By: Jan Hasbrouck (2006)
Screening, diagnosing, and progress monitoring are essential to making sure that all students become fluent readers — and the words-correct per-minute (WCPM) procedure can work for all three. Here's how teachers can use it to make well-informed and timely decisions about the instructional needs of their students.
By: Kathleen McLane (2006)
Several factors to make student progress monitoring an integral part of classroom activities, rather than a series of isolated assessments unconnected to other parts of the learning experience. This brief offers some suggestions.
By: Kathleen McLane (2006)
Progress monitoring can give you and your child's teacher information that can help your child learn more and learn faster, and help you make better decisions about the type of instruction that will work best with your child.
By: Kathleen McLane (2006)
Not only must schools teach academic skills, but they must measure how successful each child is acquiring these skills. One way to do this is Curriculum-Based Measurement (CBM), which uses brief, timed tests made up of academic material taken from the child's school curriculum.
By: Kathleen McLane (2006)
Curriculum-Based Measurement (CBM), which teachers use on an ongoing basis to track students’ progress toward annual goals, offers a number of benefits to parents and students, as well as teachers.
By: Jacob Milner (2006)
Handheld formative assessment technology provides teachers with a virtually real-time picture on which students need help, where they need it, and how the teachers can help best.
By: G. Emerson Dickman (2006)
RTI is not a particular method or instructional approach, rather it is a process that aims to shift educational resources toward the delivery and evaluation of instruction that works best for students. This article provides a quick overview of RTI as it relates to reading.
By: American Speech-Language-Hearing Association (2005)
The following are frequently asked questions on how to help children with communication disorders, particularly in regards to speaking, listening, reading, and writing.
By: Celeste Roseberry-McKibbin and Alejandro Brice (2005)
How can you tell when a student has a language-learning disability and when he or she is merely in the normal process of acquiring a second language?
By: Reading Rockets (2005)
School psychologists play a critical role in the lives of children who are struggling to learn. More and more, for example, school psychologists are leaders in developing and carrying out the assessments and placements decisions that impact students from the beginning of their school careers. With your help, schools can reduce the number of students who lag behind grade level – and increase the number of successful readers.
By: The Access Center (2005)
How do you choose the best method for measuring reading progress? This brief article describes which assessments to use for different reading skills so that you can make sure all students are making progress towards becoming readers!
By: Carolyn B. Bagin and Lawrence M. Rudner (2004)
Standardized testing is one form of assessment used in schools. Find out about standardized tests, how and why schools use them, and how you can support your child.
By: Carolyn B. Bagin and Lawrence M. Rudner (2004)
Standardized testing is one form of assessment used in schools. Find out about standardized tests, how and why schools use them, and how you can support your child in this article for parents.
By: American Federation of Teachers (2004)
Early intervention works. Because it is also expensive, it’s important to be able to identify the kids who are most at risk of reading failure. Thanks to a new generation of screening assessments, we can identify these students as early as kindergarten—and then invest in interventions for them.
By: Reading Rockets (2004)
The following are sample charts you can use when assessing students informally in the classroom. Most of the assessments here should be given one-on-one.
By: Reading Rockets (2004)
These six short video clips give you the chance to watch and learn effective classroom-based assessment strategies. The video clips are from Reading Rockets' PBS television series Launching Young Readers. 
By: Reading Rockets (2004)
What should you do if you think your child is having trouble with reading? Sometimes children just need more time, but sometimes they need extra help. Trust your instincts! You know your child best. If you think there's a problem, there probably is.
By: Virginia Berninger, Donna Rury Smith, and Louise O'Donnell (2004)
This article discusses current research-supported instructional practices in reading and writing. It also reviews alternatives to ability-achievement discrepancy in identifying students for special education services, as well as introduces the idea that ability-achievement discrepancies should be based on specific cognitive factors that are relevant to specific kinds of learning disabilities rather than Full Scale IQ.
By: Marianne S. Meyer (2003)
Parents, does your child need to be evaluated for a learning disability? If so, read how to find the best professional, prepare for evaluation, and get the most information from the experience.
- For older articles, see the Assessment and Evaluation Archives >
