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Measurement and Interpretation of Standardized Reading Assessments for Professionals and Parents

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This 49 slide presentation provides an overview of popular reading tests and discusses their strengths and limitations with respect to their psychometric properties, testing components, as well as subtest interpretation.

Learning Objectives:

By the end of this presentation participants will be able to:

  1. List popular standardized reading tests
  2. Discuss discriminant accuracy of select standardized reading tests
  3. Describe testing components of select, popularly used, standardized tests of reading
  4. Explain how to interpret standardized testing results in order to understand the client’s profile of reading strengths and limitations

Slide Content:

  • Deconstructing Evidence-Based Practice
  • How to evaluate standardized tests?
  • What is Discriminant Accuracy?
  • What are Cut Scores?
  • On the inclusion of students with disabilities in the normative samples
  • Assessment Areas
  • Language Related Assessment Areas
  • Assessment Overview
  • Comprehensive Assessment: Language and Literacy
    • TILLS
  • Comprehensive Educational Assessments
    • Woodcock-Johnson® IV Tests of Achievement (WJ IV™ ACH)
    • Woodcock-Johnson® IV Tests of Oral Language (WJ IV™ OL)
    • Kaufman Test of Educational Achievement Third Edition (KTEA-3)
    • Feifer Assessment of Reading (FAR
    • Wechsler Individual Achievement Test – Fourth Edition (WIAT-4)
  • Other Tests Related to Reading
    • Phonological Awareness Test-2: Normative Update (PAT-2: NU)
    • Comprehensive Test of Phonological Processing-2 (CTOPP-2)
    • Rapid Automatized Naming and Rapid Alternating Stimulus Test (RAN/RAS)
    • The Test of Silent Word Reading Fluency (TOSWFR-2) 
    • Test of Silent Contextual Reading Fluency (TOSCRF-2) 
    • Gray Oral Reading Tests- Fifth Edition (GORT-5)
    • Test of Reading Comprehension – Fourth Edition (TORC-4)
      • A Note on Reading Comprehension
  • Clinical Reading Assessment
  • Takeaway
  • Be Mindful of the Dunning–Kruger Effect!
  • Conclusion




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