Assessment and Evaluation
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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Get Ready to Read: Screening Tool
"Get Ready to Read" is a fast, free, research-based, and easy-to-use screening tool. It consists of 20 questions that parents and caregivers can ask a four-year-old to see if he or she is on track for learning how to read.
Find Good Schools and Good Teachers
It's important to recognize what good schools look like. The quality of your child's school has a huge impact on his or her learning.
Best Practice for RTI: Small Group Instruction for Students Making Minimal Progress (Tier 3)
After reviewing the research, the What Works Clearninghouse recommends that in tier 3 of Response To Intervention, schools provide provide intensive instruction on a daily basis that promotes the development of the various components of reading proficiency to students who show minimal progress after reasonable time. It also provides some specific features that should be considered in carrying out this recommendation.
Best Practice for RTI: Monitor Progress of Tier 2 Students
After reviewing the research, the What Works Clearninghouse recommends that students in tier 2 of RTI be monitored at least monthly, and use this data to determine if and how primary grade students may need additional reading instructional support.
Best Practice for RTI: Intensive, Systematic Instruction for Some Students (Tier 2)
The What Works Clearninghouse reviewed the research available about using Response To Intervention to help primary grade students overcome reading struggles. WWC's recommendation for tier 2 of RTI is to provide intensive, systematic instruction on up to three foundational reading skills in small groups to students.
Best Practice for RTI: Differentiated Reading Instruction for All Students (Tier 1)
After reviewing the research, the What Works Clearninghouse recommends that in tier 1 of Response To Intervention, schools provide differentiated reading instruction for all students based on assessments of students’ current reading levels.
Best Practice for RTI: Universal Screening
According to research, the Education Department's What Works Clearinghouse finds that the first step in using Response To Intervention to help early elementary-aged students learn to read is to screen all students and regularly monitor students who are at elevated risk of reading problems.
Checklist for Using RTI to Promote Reading Achievement
This is a checklist to help educators carry out the five recommendations made in the What Works Clearninghouse report Assisting Students Struggling with Reading: Response to Intervention (RTI) and Multi-Tier Intervention in the Primary Grades.
How to 'Read' Your Child's Reading Scores
Teachers use a leveling system to determine your child’s reading score. Learn about the three major leveling systems and how to understand the meaning behind the scores.
Is It a Reading Disorder or Developmental Lag?
How do parents know if their child's reading delay is a real problem or simply a "developmental lag?" How long should parents wait before seeking help if their child is struggling with reading? Susan Hall answers these questions.
Having Your Child Tested for Learning Disabilities Outside of School
Children who struggle with reading often need extra help. This help usually comes from the school, but some parents choose to look outside of the school for professionals who can assess, diagnose, tutor, or provide other education services. The following article provides information on how to find the right person for your child.
Position Statement on Student Grade Retention and Social Promotion
In this position statement about student grade retention and social promotion, the National Association of School Psychologists (NASP) identifies characteristics of students more likely to be retained; and the impact of retention at the secondary school level, late adolescence, and early adulthood. NASP also provides a long list of alternatives to retention and social promotion.
A Critical Analysis of Eight Informal Reading Inventories
There are a number of current informal reading inventories. Each has its strengths and limitations and unique characteristics, which should be considered in order to best fit a teacher's needs.
Preparing Your Child for Testing
Best Practice for ELLs: Screening
Studies show that screening English language learners for abilities in phonological processing, letter knowledge, and word and text reading will help identify those who are progressing well and/or who require additional instructional support.
The Nation’s Report Card: Reading 2007
The National Assessment of Educational Progress (NAEP) — a.k.a. The Nation's Report Card — is a nationally representative and continuing assessment of what America's students know and can do in various subject areas. This article contains some of the results of the most recent NAEP assessment in reading and compares them to results from assessments in 2005 and in the first year data were available, usually 1992.
Chart: Review of Progress Monitoring Tools
The National Center on Student Progress Monitoring has created a chart of scientifically based tools to measure students' progress. Determine which one best fits your school's needs.
Use Curriculum-Based Measurement to make sure students are on track for academic success by charting their trajectory of improvement all the way through the school year. CBM calculates rate of improvement during the first month of school and determines how much a student will need to improve each month to reach benchmark goals.
Questions to Ask Specialists Who Evaluate for Learning Disabilities
If you're thinking of hiring a private specialist to test your child for a learning disability, here are some key questions to ask yourself and the prospective evaluator.
Selecting Assessments for Your School
There are over two dozen individually administered screening tools produced for the primary grades. Considering their subject matter and purpose, schools must decide which assessment best fits their needs. This article gives an overview of the screening tools and the kind of information they provide.