For Other Professionals
e-mail
print
shareAssessment 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.
Sort by: | Date | Title |
Display: Summaries | Titles only
By: What Works Clearinghouse (2009)
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.
By: What Works Clearinghouse (2009)
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.
By: What Works Clearinghouse (2009)
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.
By: What Works Clearinghouse (2009)
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.
By: What Works Clearinghouse (2009)
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.
By: What Works Clearinghouse (2009)
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.
By: Joanne Meier (2009)
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.
By: Reading Rockets (2008)
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.
By: National Association of School Psychologists (2008)
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.
By: International Reading Association (2008)
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.
By: Reading Rockets (2008)
By: U.S. Department of Education (2007)
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.
By: National Center on Student Progress Monitoring (2007)
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.
By: Lynn S. Fuchs and Douglas Fuchs (2007)
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.
By: American Federation of Teachers (2006)
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.
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.
- For older articles, see the Assessment and evaluation Archives >
