Response to assessment: reading interventions for students with learning disabilities

Abstract

The provision of reading assessment tools and interventions for students with learning disabilities at a highly individualized level of support is explored in this action research study. Through the inquiry process the researcher examined the use of diagnostic, formative, progress monitoring, and summative assessment tools for phonological and orthographical knowledge with a small group of grade three and four students during an eight week Tier 1 ntervention program. The application of assessment tools for measurement of phonological and orthographical development is examined as well as the effectiveness of interventions for development of early reading skills. Considerations for the improvement of the assessment process, selection of assessment tools, and impact of interventions on student learning are provided in the conclusion. Further research on teacher response to assessments in other student groupings and contexts over longer time frames is warranted.