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Guidance for the Use of Diagnostic Reading Measures in Reading First Schools . All readers by 3rd grade. Stu Greenberg Deputy Director Eastern Regional Reading First Technical Assistance Center The Florida Center for Reading Research and Florida State University. What we will cover today.

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slide1

Guidance for the Use of Diagnostic

Reading Measures in Reading First Schools

All readers by 3rd grade

Stu Greenberg

Deputy Director

Eastern Regional Reading First Technical Assistance Center

The Florida Center for Reading Research

and

Florida State University

slide2

What we will cover today

Purpose of diagnostic assessments

in Reading First

Diagnostic measures in the context

of the overall Reading First Assessment Plan

Research based information about instructional utility

of various diagnostic measures

slide3

All readers by 3rd grade

Guidance for the use of diagnostic reading

measures in Reading First schools.

If schools are implementing screening,

progress monitoring, and outcome

assessments in a reliable and valid way, diagnostic measures may be necessary

only in unusual circumstances.

slide4

Purpose of Diagnostic Assessments

in Reading First Schools

The major purpose for administering diagnostic tests

to K-3 children in Reading First schools is to provide

Information that is useful in planning more effective

instruction.

slide5

Diagnostic Measures in the

  • Context of the overall
  • Reading First Assessment Plan

1. Screening instruments for the early identification of children who may need various levels of instructional intervention in order to maintain adequate growth in reading.

2. Progress monitoring assessments, to provides

information about the child’s progress in acquiring

critical reading skills

slide6

Diagnostic Measures in the

Context of the overall

Reading First Assessment Plan

3. Diagnostic assessments to provide specific

information to help focus instruction most

effectively for individual children.

4. Outcome assessments to monitor the extent to

which children have met grade level expectations

in reading.

slide7

A Diagnostic Perspective

on Reading Assessment

a diagnostic perspective on reading assessment
A Diagnostic Perspective On Reading Assessment

Investigative Approach

Diagnostic tests should only be given when

there is a clear expectation that they will provide

new information about a child’s difficulties learning

to read that can be used to provide more focused,

or more powerful instruction.

slide9

Investigative Approach

Before a diagnostic assessment is given, the child’s teacher and grade level team should determine

whether the diagnostic assessment that will be given actually can provide more information about the

child’s strengths and weaknesses in reading than they already possess.

slide10

Investigative Approach

  • Who?

School-based assessment team

  • Diagnostician

Reading coach

Teacher

slide11

Instructional Utility Of

Diagnostic Measures

The use of diagnostic tests in Reading First schools

should be guided by current research on the

instructional utility of various types of diagnostic

assessment.

slide12

Core

Reading Program

Meeting the needs for most

Guidance for the Use of Diagnostic Reading Measures in Reading First Schools

Assessments are tools that are implemented by teachers to ensure that children learn enough on time.

3. Diagnostic Assessment

All readers by 3rd Grade

Assessment

1. Screening

2. Progress Monitoring

Core

Core +Intervention

4. Outcome

Core + Supplemental

Supplemental

Intervention

Reading Program

Reading Program

Supporting the Core

Meeting the needs for each

(Vaughn et al. 2001)