I’ve been doing lots of assessment of my clients’ skills in the following areas lately:
- Receptive and/or expressive language
- Phonological awareness
- Phonological/auditory memory
- Rapid Automatised Naming
- Word and pseudoword reading accuracy and efficiency
These allow me to identify problems in their reading and spelling systems, and work out how significant/severe these problems are, and what to do about them.
I use the robust, evidence-based Simple View of Reading (SVR) to guide my decision-making. A new, plain-English explanation of the SVR by retired US teacher Stephen Parker can be found on Pamela Snow’s blog.
Wherever possible, I use valid, reliable, standardised tests for assessment. However, I once administered a Running Record to a child with selective mutism, because she would talk to me, but not other adults at school (we were working on it). Her class teacher thus asked me to administer the assessment required by the school, which (sad face) used a multi-cueing model of reading and a text level gradient approach to reading assessment. Continue reading