Reading assessments and results | Dyslexia

Part 1: Comparing Reading Assessments Matrix

Using the topic Resources and your own research, complete the “Comparing Reading Assessments Matrix.”

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Part 2: The Importance of Assessments

In 250-500 words, reflect on the following.

  • Consider your own professional practice and describe how you assess and support reading within your content area, including discussion of reading assessments, if you use them.
  • Based upon what you learned from your research, explain which of the assessments from the matrix would be most beneficial and useful to you as a teacher and explain why. Include discussion about how you would ensure you were properly trained to use the tool, when you would use the tool, and how you would collect, organize, and use the assessment data.
  • Explain why it is important for all teachers, regardless of content area, to be aware of reading assessments they can use with their students. Provide real-world examples to support your ideas.

Part 3: Interpreting Assessment Data Results

Review the topic Resources. Using the “Dyslexia Evaluation Report For English-Speaking Students (Non-ELLS)” analyze the reading assessment data presented in the document.

In 500-750 words, discuss the following:

  • Summarize overall student progress.
  • Interpret the data to determine whether Daisy is responding adequately to Tier 2 instruction. Discuss data that could potentially indicate signs of dyslexia.
  • Explain why the support team members disagree about what tier of instruction would best meet Daisy’s needs and justify your answer.
  • Describe the tier of instruction you would recommend for Daisy: Tier 1 instruction only, another round of Tier 2 instruction, or intensive Tier 3 instruction. Explain your answer.
  • Identify and explain the specific data points that were analyzed and summarize your findings.
  • Discuss how you will use this data to plan whole group instruction.
  • Explain specific interventions you will employ to assist students who are struggling with dyslexia or reading difficulties.