EDRD 692. Reading Diagnosis: Assessment to Inform Instruction
Prerequisites: EDRD 688; EDRD 641
Credit Hours: (3)
This course is designed to provide instruction in the administration and interpretation
of a selected battery of tests, and in designing a program of intervention for students
with reading disabilities in a clinical setting. Students will prepare a case study
for teachers and parents that will include a description and interpretation of testing
procedures and results, as well as plans for intervention using appropriate methods
and materials.
Detailed Description of Content of Course
This course explores a wide-range of literacy assessments and screening measures,
which students administer with struggling readers. Assessment data is analyzed and
instructional recommendations are made based on the data. Effective written communication,
in the form of a parent-friendly case report with recommendations, as well as personal
communication with parents and school personnel is discussed. Major topics addressed
include:
路 Appropriate assessment instruments across the stages of reading development
路 Functional reading levels
路 Informal reading assessment
路 Phonological awareness assessments
路 Writing assessment
路 Fluency assessment
路 Comprehension assessment
路 Spelling assessment
路 Motivation assessment
路 Informal reading inventories
路 Miscue analysis
路 Using data to inform instruction
路 Recommending developmentally appropriate instructional strategies based
on assessment
路 Effective communication with parents of struggling readers
Detailed Description of Conduct of Course
This course will be taught using a variety of interactive modes: videotaped examples
of assessment, teaching demonstrations, discussions and student-led colloquia.
Goals and Objectives of the Course
Goals, objectives, and assignments in this class address NCATE Standard 1c Professional
and Pedagogical Knowledge and Skills, as well as Standard 1d Student Learning.
The objectives and corresponding codes included below refer to the Virginia Department
of Education Standards for Reading Specialists, as well as the International Reading
Association Standards for Reading Professionals.
Code for VRS Standards = VRS.
Code for International Reading Association Standards = IRA.
Upon of this course, the professional reading specialist will:
- Demonstrate expertise in the use of formal and informal screening, diagnostic and
progress monitoring assessment for language proficiency, concepts of print, phoneme
awareness, letter recognition, decoding, fluency, vocabulary, reading levels, comprehension.
(VRS 1a; IRA 3.1, 3.2, 3.3)
- Demonstrate expertise in the ability to use diagnostic data to tailor instruction
for acceleration, intervention, remediation, and flexible skill-level groupings. (VRS
1b; IRA 3.3)
- Demonstrate expertise in assessing and developing students鈥� phonological awareness
skills. (VRS 2b; IRA 1.4)
- Demonstrate expertise in developmental spelling assessment, as well as systematic
spelling instruction, including awareness of the purpose and limitations of 鈥渋nvented
spelling,鈥� the orthographic patterns, and strategies for promoting generalization
of spelling study to writing. (VRS 4b; IRA 1.4)
- Demonstrate expertise in their use of technology as an assessment resource and for
assessment purposes. (VRS 5; IRA 3.1)
- Demonstrate effective communication skills in working with a variety of groups, including
parents, teachers, administrators, community leaders, etc. (VRS 6i; IRA 3.4)
- Demonstrate knowledge of current research and exemplary practices in English/reading.
(VRS 6j; IRA 1.2, IRA 1.4)
- Demonstrate advanced knowledge of formal assessments (e.g., norm referenced, criterion
referenced), informal assessments (e.g., informal reading inventories, anecdotal records),
and screening measures for evaluating students' oral and written language proficiency.
(IRA 3.1)
- Demonstrate advanced knowledge of formal and informal assessments and screening measures
for evaluating emergent readers' and beginning readers' knowledge and skills, including
concepts of print, phonemic awareness, letter recognition, sound-symbol knowledge,
single-word recognition, and decoding. (IRA 3.2)
- Demonstrate advanced knowledge of formal and informal assessments and screening measures
and screening measures for monitoring the ongoing development of students' reading
skills and strategies, including word-attack skills, vocabulary, word recognition
in context, reading fluency, and oral and silent reading comprehension. (IRA 3.1)
- Demonstrate advanced knowledge of methods for using assessment data to diagnose the
reading needs of, and tailor instruction for, individual students. (IRA 2.2, 3.2)
- Demonstrate advanced knowledge of methods for using diagnostic reading data to differentiate
instruction to accelerate the development of students' reading skills. (IRA 2.2)
- Demonstrate advanced knowledge of methods for using diagnostic reading data to differentiate
instruction to address the needs of students with reading difficulties. (IRA 3.3)
- Demonstrate advanced knowledge of the uses of flexible groupings in instruction to
address students' changing reading needs. (IRA 2.1)
- Communicate results of assessments to specific individuals (students, parents, caregivers,
colleagues, administrators, policymakers, policy officials, community, etc.). (IRA
3.4)
Assessment Measures
1. Semester Case Study (*key NCATE assignment)
2. Research-based instruction presentation
3. Test critique using Mental Measurements Yearbook
Other Course Information
None
Review and Approval
5/22/95 Reviewed Dr. Robert Lockwood
10/2008 Reviewed Don Langrehr/Jennifer Jones