Assessing Reading and Spelling Skills

Abstract

Fluent reading consists of at least two independent components — word recognition and comprehension. Word recognition can be accomplished by either one of two processes, decoding or sight-word reading. Comprehension is a process common to both reading and listening. Ideal ways of assessing these components of reading as indicated by available research are presented. Formal and informal reading achievement and reading diagnostic tests are reviewed and evaluated to see how these tests measure reading and spelling abilities within the framework of the component-view of reading. Recent attempts to develop alternate reading assessments also are discussed. It is concluded that school psychologists and reading specialists should be familiar with these evaluation procedures and know their relative strengths and weaknesses.

Additional information

Notes on contributors

R. Malatesha Joshi

R. Malatesha Joshi, PhD, is Professor of Reading Education at Oklahoma State University, Stillwater, OK. He is the Editor of Reading and Writing: An Interdisciplinary Journal. His research interests include assessment techniques and intervention strategies for children with reading disabilities.