Topics Covered
Representative descriptions of topics covered in each category are provided below.
Current section: III. Application of Theoretical and Knowledge Bases of Reading in Diagnosis and Assessment
- I. Theoretical and
Knowledge Bases - II. Reading
Instruction - III. Reading Diagnosis
and Assessment - IV. Reading
Leadership
III. Application of Theoretical and Knowledge Bases of Reading in Diagnosis and Assessment
- Demonstrate an understanding of the nature and multiple causes of reading difficulties
- Demonstrate an understanding of the appropriate selection, use, and interpretation of formal assessment tools (e.g., norm-referenced tests, criterion-referenced tests, formal and informal inventories, on-demand direct writing) and teacher-developed assessment tools (e.g., constructed-response measurements, portfolio-based assessments, running records, miscue analysis, student self-evaluations, work/performance samples, observations, anecdotal records, journals) to report, evaluate and modify instruction for successful learning
- Demonstrate an understanding of basic measurement concepts (e.g., reliability, validity)
- Demonstrate an understanding of how to consult and collaborate with the classroom teacher to use assessment results to evaluate and modify reading instruction
- Demonstrate an understanding of how to communicate the findings of reading assessment data with all stakeholders effectively (e.g., students, parents, classroom teachers, guidance counselors, speech teachers, and other personnel)
- Demonstrate an understanding of how to communicate and collaborate children’s reading development with families effectively