1. All readers by 3rd grade Guidance for the Use of Diagnostic
Reading Measures in Reading First Schools
All readers by 3rd grade
Stu Greenberg
Deputy Director
Eastern Regional Reading First Technical Assistance Center
The Florida Center for Reading Research
and
Florida State University

2. What we will cover today
Purpose of diagnostic assessments
in Reading First
Diagnostic measures in the context
of the overall Reading First Assessment Plan
Research based information about instructional utility
of various diagnostic measures

3. If schools are implementing screening,
All readers by 3rd grade
Guidance for the use of diagnostic reading
measures in Reading First schools.
If schools are implementing screening,
progress monitoring, and outcome
assessments in a reliable and valid way, diagnostic measures may be necessary
only in unusual circumstances.

4. Purpose of Diagnostic Assessments in Reading First Schools
The major purpose for administering diagnostic tests
to K-3 children in Reading First schools is to provide
Information that is useful in planning more effective
instruction.

5. Diagnostic Measures in the
Context of the overall
Reading First Assessment Plan  
1. Screening instruments for the early identification of children who may need various levels of instructional intervention in order to maintain adequate growth in reading.
2. Progress monitoring assessments, to provides
information about the child’s progress in acquiring
critical reading skills

6. Diagnostic Measures in the Reading First Assessment Plan
Context of the overall
Reading First Assessment Plan
3. Diagnostic assessments to provide specific
information to help focus instruction most
effectively for individual children.
4. Outcome assessments to monitor the extent to
which children have met grade level expectations
in reading.

7. A Diagnostic Perspective
on Reading Assessment

8. A Diagnostic Perspective On Reading Assessment
Investigative Approach
Diagnostic tests should only be given when
there is a clear expectation that they will provide
new information about a child’s difficulties learning
to read that can be used to provide more focused,
or more powerful instruction.

9. Investigative Approach
Before a diagnostic assessment is given, the child’s teacher and grade level team should determine
whether the diagnostic assessment that will be given actually can provide more information about the
child’s strengths and weaknesses in reading than they already possess.

10. Investigative Approach
Who?
School-based assessment team
Diagnostician
Reading coach
Teacher

11. Instructional Utility Of
Diagnostic Measures
The use of diagnostic tests in Reading First schools
should be guided by current research on the
instructional utility of various types of diagnostic
assessment.

12. Meeting the needs for most
Guidance for the Use of Diagnostic Reading Measures in Reading First Schools
Assessments are tools that are implemented by teachers to ensure that children learn enough on time.
3. Diagnostic Assessment
All readers by 3rd Grade
Assessment
1. Screening
2. Progress Monitoring
Core
Core +Intervention
4. Outcome
 The core reading program is a school’s primary reading program and is designed to meet the needs of most students. Supplemental programs support the core program. Intervention programs are intensive program’s designed to meet the needs of “each” or individuals who need additional intensive reading instruction.
 The core, supplemental, and intervention programs have to work together to support each other and student learning.
Core + Supplemental
Core
Reading Program
Meeting the needs for most
Supplemental
Intervention
Reading Program
Reading Program
Supporting the Core
Meeting the needs for each
(Vaughn et al. 2001)

13. Thank You