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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: Reading Rockets (2009)
"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.
By: Reading Rockets (2009)
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.
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: Susan Hall (2008)
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.
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 for Education Statistics (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.
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: GreatSchools Editorial Staff (2007)
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.
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.
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