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Description
Understand how to select and administer appropriate assessments and analyze data to inform evidence-based reading instruction to meet the needs of all students. Engage in the systematic problem-solving process to identify characteristics of conditions such as dyslexia, provide appropriate interventions, and conduct effective progress monitoring.
Requires student contact.Learning Objectives
- 3.1 Understand and apply measurement concepts and characteristics of reading assessments to identify students’ strengths and needs.
- 3.2 Administer formative and summative assessments, including screening, progress monitoring, diagnostic, and outcome measures, and understand their purposes and functions.
- 3.3 Administer various informal reading assessments across each component of reading development and understand their purposes and functions.
- 3.4 Understand the purposes of various formal reading assessments administered by school-based educators, including the differences between norm-referenced and criterion-referenced assessments and how to interpret data reports.
- 3.5 Understand the meaning of test reliability, validity, and standard error of measurement and describe major types of derived scores from standardized reading tests.
- 3.6 Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative reading assessments, including for use in triangulating data and planning instruction.
- 3.7 Identify through assessments the distinguishing characteristics of students who have a substantial deficiency in reading, including those who exhibit the characteristics of dyslexia.
- 3.8 Understand how reading disabilities, including dyslexia, vary in presentation and degree and know when to refer a student for additional assessment.
- 3.9 Know how to read and interpret standardized reading diagnostic test results administered by psychologists, speech-language professionals, and educational evaluators.
- 3.10 Understand how to document and use data within a systematic problem-solving process to differentiate instruction, intensify intervention, and meet the needs of all students, including those who exhibit the characteristics of reading difficulties and dyslexia.
- 3.11 Analyze data to identify trends that indicate adequate progress in student reading development.
- 3.12 Identify appropriate assessments and accommodations for progress monitoring all students.
- 3.13 Identify, select, and administer language-appropriate assessments in reading to students who are English learners.
- 3.14 Understand how to analyze and interpret assessment results and make modifications to an assessment administered in English to an English learner.
- 3.15 Identify and implement appropriate and allowable accommodations as specified in the Individual Education Plan or 504 Plan when assessing students with disabilities in the area of reading.
- 3.16 Understand how to review assessment results with caregivers and families and share strategies for supporting reading development for students.
Documentation Methods
Participants must document their learning by completing the following summatives.
1 Multiple Choice Exam - Learner demonstrates knowledge of content by selecting
the correct answer from the choices provided.
5 Reflections - Learner synthesizes previous knowledge and course content in
order to develop a narrative response.
The summatives must meet 80% of the established criteria.
Course Last Updated: 2025