Overview
Reading and Writing Assessments, Fall 2026
Guiding Tools for Instruction and Support
Deepen your knowledge and expertise in reading and writing assessments with this interactive, virtual course. You will focus on issues related to the assessment of reading, spelling, and writing, including identifying early signs of trouble, diagnosing dyslexia and dysgraphia, and clearly communicating test results to families and colleagues.
Course description
NUMBER OF PROFESSIONAL DEVELOPMENT HOURS: 45
The course explores critical issues in the assessment of reading, spelling, and written expression, including early identification of reading difficulties, characteristics of dyslexia and dysgraphia, and effective communication of results to families and professional teams. Participants will examine both informal and formal measures, with careful attention to how differences in test design influence student performance and interpretation.
Key topics include:
- the role of oral language in reading comprehension
- developmental levels of reading and written language
- common profiles of students with and without reading difficulties.
Participants will learn how to:
- analyze decoding and spelling error patterns
- interpret test data using foundational concepts of measurement (including scoring systems, reliability, and validity)
- evaluate the purposes and uses of screeners, progress monitoring tools, and widely used diagnostic assessments.
Throughout the course, participants will build fluency with the language of assessment and practice explaining key concepts in clear, accessible ways during team meetings and conferences. Instruction will emphasize linking assessment results to individualized, science-based instructional goals, accommodations, and appropriate materials—taking into account developmental level, diagnosis, and cultural and linguistic background.
This course meets for 11 three-hour sessions via Zoom. By the conclusion of the course, participants will interpret a comprehensive case study, analyze patterns of performance, and develop appropriate instructional recommendations and accommodations grounded in research and best practice. Assignments include written responses, creation of a handout for parents, and a culminating case study report.
This course is for educators who perform standardized norm-referenced testing who wish to increase their expertise related to the assessment of reading and writing; and educators who do not function as evaluators but want to read and interpret reports with greater understanding.
Note: This course does not provide instruction in the administration and scoring of assessments. However, relevant questions on these topics are welcome and can be addressed during class discussions.
Required Reading/Text:
-
- Ashby, J., & Farrall, M. (2020). The brain basis of fluency. Academy News, Winter/Spring. https://www.ortongillingham.org/category/academy-news/
- Ashby, J., Lang, J., Farrall, M. L., Beenan, K., Paulson, L. H., & Tolman, C. (in press). Phonemic awareness development: A diagnostic for instruction.
- Ashby, J., Martin, M., McBride, M., Naftel, S., O’Brien, E., Paulson, L. H., & Moats, L. C. (2024). Teaching phoneme awareness in 2024: A guide for educators. Louisa Moats. https://www.louisamoats.com/teaching-phoneme-awareness-guide.pdf
- Farrall, M. (2012). Reading assessment: Linking language, literacy and cognition. Wiley. https://www.amazon.com/Reading-Assessment-Linking-Language-Literacy/dp/0470873939
- Farrall, M., & Ashby, J. (2019). The role of assessment in structured literacy. Perspectives on Language and Literacy, 31–35. https://dyslexiaida.org/perspectives-on-language-and-literacy/
Dates and topics of each live class:
9/8: Review of Course Requirements & the Science of Reading
9/15: Components of a Well Crafted Evaluation and Scoring Systems
9/22: Identifying Learning Disabilities and Wechsler Intelligence Scales and Cognitive Profiles
9/29: Oral Language Development & Assessment
10/6: Underlying Processes and PADDI (Phonemic Awareness Development: A Diagnostic for Instruction) Practice
10/13: Reading Assessment: Decoding
10/20: Reading Assessment: Comprehension
10/27: Written Language Assessment
11/3: Reading Assessment: Case Studies
11/10: Written Language Assessment
11/17: Reading Assessment: Pulling It All Together
Dates
Sept. 8 | Sept. 15 | Sept. 22 | Sept. 29 | Oct. 6 | Oct. 13 | Oct. 20 | Oct. 27 | Nov. 3 | Nov. 10 | Nov. 17
Registration Closes: Aug. 25
Time
4:00-7:00 PM EST
Course Number(s)
1671
Location and Format
Cost
$1,196
This course is being offered at a discounted cost to participants made possible through the generous support of the Cynthia K. Hoehl Institute.
Grade Level
Audience
Graduate Credit
Melissa Farrall, Ph.D., SAIF
Affiliated Distinguished Scholar
What Teachers Have to Say
Meet the Instructor(s)
Melissa Farrall, Ph.D., SAIF
Affiliated Distinguished Scholar
Melissa Farrall, Ph.D., Program Manager for Evaluation, is the author of Reading Assessment: Linking Language, Literacy, and Cognition, and the co-author of All About Tests & Assessments published by Wrightslaw. Dr. Farrall was a Clinical Assistant Professor in the Department of Neurological Sciences at University of Vermont College of Medicine. She presented nationally on topics […]
Supporting Teachers
Hoehl Institute for Professional Learning
The Cynthia K. Hoehl Institute for Excellence provides high-quality professional learning to educators. Learn more about Cynthia K. Hoehl, whose vision as an educator inspired a powerful legacy.
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