This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Kame’enui, E. J. Articles by Torgesen, J. K. Search for Related Content Social Bookmarking                   What's this?

The Adequacy of Tools for Assessing Reading Competence: A Framework and Review

The College of Education, University of Oregon, Box 5292, Center on Teaching and Learning, Eugene, OR 97403; ekamee{at}uoregon.eduHis research focuses on early literacy, schoolwide reading improvement, the design of high-quality educational tools, and design of instruction

Lynn Fuchs, Nicholas Hobbs Professor of Special Education and Human Development

Vanderbilt University, 328 Peabody, Nashville, TN 37203; lynn.fuchs{at}vanderbilt.eduHer areas of specialization are classroom-based assessment for instructional planning, reading and math instruction, reading disabilities, and math disabilities

David J. Francis, Professor of Quantitative Methods and Chairman of the Department of Psychology

University of Houston, where he also serves as Director of the Texas Institute for Measurement, Evaluation, and Statistics, 100 TLCC Annex, University of Houston, Houston, TX 77204; dfrancis{at}uh.edu His areas of quantitative interest include applied statistics, especially multilevel, latent variable, and individual growth models; his areas of substantive interest include reading acquisition and educational outcomes for at-risk and disabled children, particularly children who are English Language Learners

Roland Good, III, Associate professor

The School Psychology Program, College of Education, 5261 University of Oregon, Eugene, OR 97403; rhgood{at}uoregon.eduHis areas of specialization include dynamic indicators of basic early literacy skills, assessment of and interventions for academic learning problems, and assessment in cross-cultural contexts

Rollanda E. O’Connor, Professor of Special Education and Reading

Sproul Hall 2134 University of California, Riverside, CA 92521; rollanda.oconnor{at}ucr.eduHer research focuses on reading acquisition, early intervention, and instructional improvement

Deborah C. Simmons, Professor

Department of Educational Psychology Texas A&M University, College Station, TX 77843; dsimmons{at}tamu.eduHer research interests include early intervention, instructional design, and reading disabilities

Gerald Tindal, Castle-McIntosh-Knight Endowed Professor of Education Educational Leadership

College of Education, 5267 University of Oregon, Eugene, OR 97403; geraldt{at}uoregon.eduHis areas of specialization include curriculum-based measurement, progress monitoring, large-scale testing for students with disabilities, and testing accommodations

Joseph K. Torgesen, Robert M. Gagne Professor of Psychology and Education and the Director of the Florida Center for Reading Research

Florida State University, Florida Center for Reading Research, 227 N. Bronough, Suite 7250, Tallahassee, FL 32301; torgesen{at}psy.fsu.eduHis research focuses on instruction and assessment for students with reading disabilities

Correspondence: Correspondence concerning this chapter should be addressed to Edward J. Kame’enui (see biographical sketch, below).

Assessment of student performance is critical for developing effective instructional policy and designing programs responsive to individual students’ needs. To gauge the adequacy of available assessment tools for achieving these ends, the Reading First Assessment Committee (RFAC) developed criteria for evaluating the adequacy of reading measures for use in kindergarten through Grade 3 and applied those criteria to a sample of prominently used assessments (Kame’enui et al., 2002). The authors describe the RFAC’s framework, outline its process for judging the technical merits of reading measures, and comment on the current state of assessment tools available to practitioners for supporting effective reading instruction in the primary grades.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?