Assessing Reading: Multiple Measures, Revised 2nd Edition provides a collection of tests for the comprehensive assessment of skills related to reading. These assessments can help identify why a student is having reading difficulty, determine what the next step in instruction should be to remediate that difficulty, and monitor progress throughout the course of instruction.
We have provided the assessments included Assessing Reading: Multiple Measures in convenient, interactive PDFs so that you can more easily use them with students and access the assessment results electronically. Download the zip file (44mb) to access the forms.
NOTE: Be sure to read the included Instructions file (“CORE_MM_Forms_Instructions.pdf”) before using the forms.
Universal screening for reading problems is the best way to identify and address reading difficulties. While there are a range of reading problems that can affect students, an estimated 5-17% of school-age children have dyslexia*. Most students with reading difficulties, including those with dyslexia, can be taught how to be strong readers. But before research-based instruction and intervention can take place, educators must identify which students are struggling and why. READ MORE
In this edition of the Academic Quarterly, the Reading Expert discusses how to close gaps for older, struggling readers through diagnostic assessment and specific intervention strategies.
The Marvelous Mathematician shares why vocabulary in math is so important and the challenges students face when learning and using the language of mathematics. You’ll learn some evidence-based techniques to help students master math vocabulary.
Finally, the Leadership Corner, examines why professional learning and coaching is so critical to the success of Multi-Tiered Systems of Support.
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Strong reading skills are the foundation of all academic success, yet African American students as a group score lower on most standardized tests than white students. In spite of the 2000 National Reading Panel’s conclusions that students need direct, explicit instruction that teaches phonemic awareness, phonics, fluency, vocabulary, and comprehension, educational institutions are failing to implement the Reading Panel’s findings. University training has been inadequate, forcing K-12 systems to fill classrooms with under-prepared teachers who then receive little support, training, or aligned materials.
African American students suffer disproportionately when not taught to read using evidence-based practices that leverage research. During this provocative hour-long webinar, Kareem Weaver, Member of the NAACP Oakland Branch’s Education Committee, discusses how:
Last month, EdReports.org released reviews of five ELA Foundational Skills programs, evaluating them each based on the reading foundational skills called for, including whether or not the skills apply research-based practices and are presented systematically with explicit instruction.
Linda Diamond, president of CORE, was a reviewer and provided feedback on the development of the rubrics used to evaluate the various curriculum programs and also reviewed the detailed descriptions the reviewers used along with the rubrics. Five programs have been reviewed so far. We encourage you to read the reviews, especially if you’re currently using or considering implementing one of the programs.