Linking Reading Assessment Data to Instructional Planning: A Component-Skills Approach

Autor/inn/en	Truckenmiller, Adrea J.; Yohannan, Justina; Cho, Eunsoo
Titel	Linking Reading Assessment Data to Instructional Planning: A Component-Skills Approach
Quelle	In: Communique, 48 (2020) 7, S. 15-18 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Forschungsbericht; Reading Tests; Data Use; Educational Planning; Reading Difficulties; Evidence Based Practice; Reading Instruction; Reading Skills; Student Needs + Suchen Sie Ihr Suchwort? Lesetest; Bildungsplanung; Reading difficulty; Leseschwierigkeit; Leseunterricht; Reading skill; Lesefertigkeit
Abstract	When students struggle with reading, school-based teams seek more information about why those students are struggling in order to provide instruction that will meet the students' needs. This process occurs for students needing Tier 2 or 3 instruction and students with disabilities who have reading goals. Reading specialists, special education teachers, and school psychologists are often relied upon to determine why students are struggling with reading and to identify instructional practices that are likely to improve the students' reading achievement. The purpose of this article is to provide practitioners with a resource for selecting evidence-based instruction based on their students' individual needs in reading. The authors provide a three-step process for matching needs with instruction. They also provide three succinct reference guides for practitioners to have on hand during problem-solving team meetings and IEP meetings. First, educators who work on a team to address student reading needs need a shared understanding of what causes students to struggle in reading and, more importantly, which of those causes can be impacted by instruction. Second, educators need measures that reliably diagnose those causes of reading difficulties. Third, educators need a resource for finding and choosing evidence-based instruction that has a demonstrated impact on those causes of reading difficulty. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Begutachtung	unbekannt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01