Meeting the Needs of Struggling Readers: Using Reading Assessments in a Graduate-level Reading Course

Abstract

The purpose of this research is to share the reading assessments that graduate students selected for their clinical practice with struggling readers. After a careful look at assessments, their place in the recent shift to Response to Intervention (RTI), specifically regarding reading instruction and the preparation of reading specialists/interventionists, this article includes several sample assessments and critiques from reading masters graduate students. Finally, future implications are discussed.