RED 4541 - Foundations of Reading Assessment

College of Education

Credit(s): 3
Contact Hours: 47
Effective Term Spring 2026 (660)

Requisites

Permission of the Program or
Admission to Educator Preparation Institute (EPI) with Reading Endorsement (Certificate with Financial Aid Eligibility) (EPIR-CT) or
Admission to Secondary English Education with Reading and ESOL Endorsement (Bachelor of Science) (ENGEDR-BS)

Course Description

The preservice teacher will select and administer appropriate assessments and analyze data to inform reading instruction and to meet the needs of all K-12 learners. The preservice teacher will engage in a systematic problem-solving process to identify and remediate reading difficulties for all stages of the reading process including pre-emergent, emergent, early, and fluent. The preservice teacher will research and implement effective, evidence-based interventions to improve K-12 student learning.

Learning Outcomes and Objectives

  1. The preservice teacher will select and administer appropriate assessments for K-12 learners by:
    1. explaining the strengths and limitations of quantitative and qualitative assessments.
    2. defining measurement concepts (i.e., reliability, validity, standard error of measurement) and characteristics of reading assessments.
    3. analyzing informal literacy assessments for all K-12 learners, including English Learners to identify students’ strengths and needs.
    4. creating a portfolio checklist to triangulate data and monitor K-12 learners’ progress over time.
    5. evaluating evidence-based resources for the purposes of screening, progress monitoring, diagnosis, and outcome measures.
  2. The preservice teacher will analyze data to inform reading instruction to meet the needs of all K-12 learners by:
    1. reviewing informal and formal assessments and their effectiveness for all learners, including English Language Learners and learners with disabilities.
    2. identifying through assessments the distinguishing characteristics of students who have a substantial deficiency in reading, including those who exhibit the characteristics of dyslexia and determining when to refer a student for additional assessment.
    3. describing accommodations and modifications based on data from Individualized Education Plans (IEP) and 504 Plans.
    4. comparing norm-referenced and criterion-referenced assessments to determine patterns of district and school K-12 learner achievement over time
    5. reviewing data and grouping K-12 learners based on areas of proficiency and areas of concern.
  3. The preservice teacher will engage in a systematic problem solving process by:
    1. evaluating case studies of K-12 learners, including learners with dyslexia.
    2. identifying K-12 learners’ strengths and areas of concern.
    3. researching evidence-based interventions to address K-12 learners’ needs.
    4. analyzing the effectiveness of interventions to justify instructional decisions.
    5. interpreting standardized reading diagnostic test results administered by psychologists, speech-language professionals, and educational evaluators.
    6. reviewing assessment results with caregivers and families and share strategies for supporting reading development for students.

Criteria Performance Standard

Upon successful completion of the course the preservice teacher will, with a minimum of 75% accuracy, demonstrate mastery of the stated course objectives.

History of Changes

C&I Approval: , BOT Approval: , Effective Term: Fall 2020 (580).
C&I Approval: , BOT Approval: , Effective Term: Spring 2026 (660)

Related Programs

  1. Educator Preparation Institute (EPI) with Reading Endorsement (EPIR-CT) (660) (Active)
  2. Secondary English Education with Reading and ESOL Endorsement (ENGEDR-BS) (660) (Active)
  3. Secondary English Education with Reading Endorsement Apprenticeship (ENGEDRA-BS) (660) (Active)