Overview
Reading and Writing Assessments Course
Guiding Tools for Instruction and Support
Do you want to learn more about reading and writing assessments? This interactive course is designed for you. 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 communicating test results to parents and other educators.
This interactive course focuses on issues related to the assessment of reading, spelling, and writing—including identifying early signs of trouble, diagnosing dyslexia and dysgraphia, and communicating test results to parents and other educators.
Who is this course for?
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.
Course description
Do you want to learn more about reading and writing assessments? This interactive course will focus on issues related to the assessment of reading, spelling, and writing including:
- early identification
- dyslexia and dysgraphia
- communication of test results to families & other educators
Expect to:
- Evaluate and Interpret formal and informal tests, considering how design variations can impact individual performance.
- Explore the role language plays in students’ reading comprehension skills.
- Analyze patterns in decoding and spelling errors to identify areas for improvement.
- Connect student data to evidence-based instructional recommendations.
- Learn the language of assessment and explain core measurement concepts to your team and families.
- Interpret a case study and develop appropriate recommendations for instruction and accommodations.
This course does not teach administration and scoring of tests, which students must master on their own. We can certainly discuss any relevant administration and scoring questions in class as they come up.
Participants will demonstrate:
- Expertise in comparing developmental levels in reading and written language of students with reading problems and those without reading problems;
- An understanding of issues related to the assessment of reading, spelling, and writing including early identification, phonological processing, and alternatives to IQ/achievement discrepancy models;
- An understanding of basic concepts of measurement, including reliability, validity, and norm-referencing;
- An ability to select and interpret informal and formal tests of reading, spelling, writing, and phonological processing;
- Recognize the content and purposes of the most common diagnostic tests used by psychologists and educational evaluators;
- Skill in analyzing error patterns and test results for the purpose of designing individualized science-based goals and objectives;
- Understanding of procedures and materials used in reading instruction and their selection and adaptation to the appropriate developmental levels, diagnosis of needs, cultural and linguistic background, and other pertinent characteristics of pupils;
- An ability to assess instructional ecology; and
- An understanding of legal and moral responsibilities.
Required Reading/Text:
-
- Farrall, M. (2012). Reading assessment; Linking language, literacy and cognition. Wiley Press; Hoboken, NJ. ISBN-13: 978-0-470-87393-9. This test can be ordered from Amazon: https://www.amazon.com/Reading-Assessment-Language-Literacy-Cognition/dp/0470873930
Recommended Textbooks for those who wish to learn more about structured literacy:
- Handwriting Research: Impact on the Brain and Literacy Development. (2012). Columbus, OH: Zaner-Bloser, Inc. This text can be ordered online
- Moats, L.C., Dakin, K., & Joshi, M. (Eds.) (2012) Expert perspectives on interventions for reading: A collection of best practices articles from the International Dyslexia Association. Baltimore: International Dyslexia Association. This text can be ordered from the International Dyslexia Association: https://dyslexiaida.org/product/expert-perspectives-on-interventions-for-reading/
Other additional online resources will be made available on the course syllabus and throughout the course.
This course counts toward OGA CEU requirements.
NUMBER OF PROFESSIONAL DEVELOPMENT HOURS:
30 hours if non-credit bearing, 45 hours if credit-bearing
Dates
Jan. 7 | Jan. 21 | Jan. 28 | Feb. 11 | Feb. 18 | Mar. 4 | Mar. 11 | Mar. 18 | Apr. 1 | Apr. 15
Time
4:00 – 7:00 PM EST
Course Number(s)
1504
Location and Format
Cost
$1,160
This course is being offered at a discounted cost to participants made possible by the generosity of the Hoehl Family Foundation, in honor of Cynthia K Hoehl’s vision of teachers as lifelong learners.
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 is Clinical Assistant Professor in the Department of Neurological Sciences at University of Vermont College of Medicine. She presents nationally on topics related […]
Frequently Asked Questions
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I’m considering taking a course for graduate credit. How long do I have to decide?
Graduate Credit Policy
Vermont State University (VtSU): If you are registering for a course that offers graduate credit from VTSU, you may add graduate credit up to and including the first day of class.
Graduate Credit Withdrawal Policy: For classes running consecutive days, participants who withdraw must decide by the end of the first day whether to request a graduate credit refund. To request a refund, email the Professional Learning Intake Coordinator at proflearning@sterncenter.org or by phone at 802-276-8684.
My school said they would register me. Do I need to do anything else?
Please confirm with your school that they have completed all the necessary steps to register you. Please do not plan to attend the class without verifying that you are registered, as we may be unable to accommodate you due to limited seating. If you are officially registered, you will receive a Registration Confirmation email. If you do not receive a Registration Confirmation email, please check with your school.
What is a purchase order or PO?
- A purchase order (PO) is a document from your school or district stating that they will pay a certain amount for you to attend a course or workshop. A PO allows us to invoice your school or district for your attendance.
- A PO might look something like this.
- A PO is not a number. Please supply the complete document to register, not just the PO number.
How do I register with a purchase order?
You’ll need to complete a purchase order (PO) before you register. Make sure your PO fulfills the following:
- The PO is issued to “Stern Center for Language and Learning.”
- The unit price is for the total cost (if your school or district pays for only part of the total cost, please email us at proflearning@sterncenter.org.
- The PO is signed by an authorized party at your school or district.
- Upload your PO as part of the registration process.
Can you invoice my school or district so they can make a PO?
Unfortunately no. We cannot submit invoices without first receiving a PO.
My school/district/I sent you a PO. Why am I not registered?
Ensure you have also completed and submitted a registration form and your PO. Without both documents, we cannot register you.
Make sure you sent us a copy of the PO itself and not just a PO number or a letter of intent from your school or district. We cannot invoice either of these items without the PO document itself.
Please get in touch with us if you haven’t received confirmation of your registration 1–2 business days after you submitted a completed PO and the registration information form. We may have missed one of these documents and would appreciate your letting us know to look for them.
My school or district won’t cover the total cost of a course or workshop. How can I complete my registration?
If your school or district is paying for only part of the total cost, please get in touch with us by calling 802-276-8684 or emailing proflearning@sterncenter.org. To complete your registration, you must send the remaining balance by check or credit card payment.
How do I pay for graduate credit?
Please make all payments to the Stern Center for Language and Learning. We’ll handle the rest!
If you are worried about the course or workshop filling up, you can pay with a credit card or check while you wait for your PO to be completed. Please check with your school or district before doing this to make sure you can be reimbursed when the PO is completed.
If paying for the course out-of-pocket isn’t an option for you, please get in touch with us.
My school or district is still working on my PO. Can I still register?
We’re sorry, but we cannot accept registrations without proof or payment or proof of intent to pay (such as a completed PO).
Can I still take a course if I need to miss one or more days?
All participants must be prepared for and attend every class and be ready to participate as required by the instructor.
If that is not possible for you, please get in touch with us before registering. You may still be able to take the course in some instances, but such decisions are at the course instructor’s discretion. Please refer to our Attendance & Participation Policy.
Can I audit a course or workshop?
Auditing our public offerings is not available. All attendees must register, pay tuition, and follow the attendance and participation policy.
Do I need to register with Wilson® after I enroll in the course or workshop with the Stern Center?
If you wish to receive a certificate of attendance, access additional resources, and register for graduate credit (when available), you will need to pre-register with Wilson. These resources and materials are only available through Wilson.
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