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In everyday clinical and classroom settings, vast amounts of assessment data are available for children experiencing reading and writing difficulties. The buildup of assessment data, which can be overwhelming, often [...]

Teacher candidates aspiring to work with struggling readers in classroom and tutorial settings are often overwhelmed when attempting to coordinate the assessment and instruction for struggling readers. In this article, [...]

For many reading researchers and practitioners, the Response to Intervention (RTI) initiative is arguably a new approach for the early identification of students with reading problems. It is conceivably a [...]

If you are a classroom teacher or a school administrator, chances are you are inundated with all sorts of data, including student demographic information, reading and writing test scores, and [...]

Teacher educators, classroom teachers, and reading researchers generally concur that engaging in recreational (or 'free voluntary reading') and academic (or 'school-related reading') reading is critically important for students' reading development [...]

The constantly changing nature of literacy, brought about by the Internet and other forms of information and communication technologies (ICTs) has pressed researchers and practitioners to seek new ways of [...]

One of my weaknesses has always been documenting a student's progress, because I always found it such an overwhelming task. I would assess students, hand in the scores to an [...]

Over 15 years ago, Taylor (1991) raised an important issue pertaining to children's assessment in her classic book Learning Denied. The story centers on Patrick, a young literacy learner whose [...]