Early Reading Assessment: A Handbook for Practitioners
Total CE Credit Hours: 18 Course Info URL: /courses/100900
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This course is recommended for psychologists, reading specialists, special educators, assessment directors, and others involved in reading and psychoeducational assessment. The text provides a practical and authoritative guide to the complex field of early reading assessment and is an ideal resource for professionals working under the mandates of No Child Left Behind and Reading First and Early Reading First legislation. Part 1 contains a comprehensive discussion of critical issues and reading domains and offers specific guidelines for evaluating the technical adequacy and usability of early reading measures. Part 2 presents detailed reviews of 42 of the best early reading measures currently available. Coverage for each measure includes the scientific basis for the instrument; the components measured; administration, scoring, and interpretation procedures; psychometric adequacy and usability; links to intervention; source and cost; and related internet resources and software programs. Case examples based on actual referrals are included to help readers better understand the type of information generated by each measure, along with examples of how assessment results can be written up in a variety of report formats. Also included are special topic sections highlighting important issues and best practices, such as conorming, discrepancy procedures, item response theory, generalizability theory, and score types.
This course is based on the book, Early Reading Assessment: A Handbook for Practitioners created by Natalie Rathvon, Ph.D.
Journal/Publisher
Guilford Press
Publication Date
2004
Course Material Author
Natalie Rathvon, Ph.D.
Natalie Rathvon, Ph.D., is a clinical psychologist and school consultant in private practice and an assistant clinical professor at George Washington University, where she supervises graduate students in assessment. A former teacher, guidance director, special education coordinator, and counselor educator, she provides professional development and consultation to public and private schools in the areas of reading, school-based interventions, and assessment and accountability. She has been a trainer for Reading First, trainer and expert peer reviewer for Early Reading First, and member of the US Department of Education technical work group reviewing Even Start state accountability systems. She is also the author of Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence (Guilford Press, 1999), and The Unmotivated Child (Simon and Schuster, 1996).
Natalie Rathvon, Ph.D. authored the material only, and was not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.
This intermediate to advanced course is recommended for practitioners in psychology and education, including clinical and school psychologists, assessment directors, school administrators, consultants, reading specialists, and special education personnel who seek knowledge about reading assessments with early primary grade children. It's appropriate for all levels of participants knowledge.
Course Objectives:
After taking this course, you should be able to:
To understand the critical issues in the field of early reading assessment.
To be able to evaluate the technical adequacy and usability of early reading measures in order to select appropriate instruments for specific situations.
To identify 10 key components related to reading acquisition and tests measuring each component.
To understand the relative strengths and limitations of measures used for early reading assessment, including how to report the results effectively.
Availability
This course is available starting Jul 5th, 2006 and expires Sep 7th, 2015
Disclosure to Learners
Disclosure of Relevant Financial Relationships
CE Learning Systems adheres to the ACCME's Standards for Integrity and Independence in Accredited
Continuing Medical Education. Any individuals in a position to control the content of a CE activity –
including faculty, planners, reviewers, or others ― are required to disclose all relevant financial
relationships with ineligible entities (formerly known as commercial interests).
The following relevant financial relationships have been disclosed by this activity's planners, faculty, and
the reviewer:
Planners and Reviewers
The planners of this activity have reported that they have no relevant financial relationships.
Material Authors
There are no known relevant financial relationships to disclose.
Course Creator
Keith Gibson, Ph.D. – There are no known relevant financial relationships to disclose.
Commercial support
There is no commercial support for this distance-learning course.
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