Overview

Introduction to Diagnostic Assessment of Reading is an online self-paced short course for anyone who wants to learn more about these diagnostic assessments and why they are so important to evidence-based reading instruction (EBRI).

Practitioners who will actually administer these assessments should take the longer course, EBRI: Diagnostic Assessment of Reading. Please contact Zoe Reinecke (zoe_reinecke@worlded.org) if you are interested in the longer course.

    Audience

    This professional development activity/course is designed for:

  • ABE teachers, volunteers, and administrators; practitioners who will actually administer these assessments should take the longer course, EBRI: Diagnostic Assessments of Reading
Description

Evidence-based reading instruction (EBRI) is a set of practices for teaching the four essential components of reading that have been proven to increase the reading achievement of adult learners.

These practices include using diagnostic reading assessments to determine:

  1. Each learner’s strengths and needs for each of the four components of reading
  2. The level at which to begin instruction in each component

Instructors also use the assessment results to prioritize instruction in some components over others, and to inform instruction.

This online, asynchronous, self-paced short course will be open for three weeks; access the course at any time before the end of September.

Upon completion, you will receive one professional development hour.

Please note: You cannot access this course from the SABES website. You will receive an email from Zoe Reinecke of the ELA PD Center 1–2 days before the course begins with instructions on how to access the course.

For more information, please contact Zoe Reinecke, zoe_reinecke@worlded.org. 

    Learning Objectives

    Upon completion of this professional development activity/course, you will be able to:

  • Identify the essential components of reading
  • Describe the purposes of a Diagnostic Reading Assessment, and how those purposes differ from both summative and formative assessments
  • Explain why silent reading tests alone do not provide enough information to inform instruction
  • Understand and interpret a learner’s Reading Profile
Presenter(s) / Facilitator(s)
Zoe Reinecke
Date
09/08/2023 - 9:00 am
End Date
Location

United States

PD Team
SABES English Language Arts Curriculum & Instruction PD Team
Topic Area
EBRI (Evidence-Based Reading Instruction)
ELA
Close Date
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