Assessment Tools (To Order)
- Assessment for APPSI Persons Profoundly or Severely Impaired
- Brigance Inventories
- Callier Azuza Developmental Scales
- Childhood Autism Rating Scales
- CTONI Comprehensive Test of Nonverbal Intelligence
- DASH-2: A Developmental Assessment for Students with Severe Disabilities
- FEAT: Functional Evaluation for Assistive Technology
- FISH: Functional Independence Skills Handbook
- HELP Hawaiian Early Learning Profile
- K-FAST Kaufman Functional Academics Skills Test
- Peabody Picture Vocabulary Test
- School Function Assessment
- Stages Alternative Assessment Software
- Syracuse Community Referenced Curriculum
- TONI-3 Test of Nonverbal Intelligence
- TPI-UV: Transition Planning Inventory
- Vineland Adaptive Behavior Scales
Fluency and Word Reading are way over done...
ReplyDeleteThe preference of many elementary school teachers for Qualitative Reading Inventories that dwell on how words are said is most understandable since this is what they think they are teaching. However this preference may be missing some facts that are essential to becoming Literate more so than merely not being Illiterate. Differences in the way words are read from one occasion to another are very unreliable, further they miss the most essential element in the developmental process of becoming a reader, namely in the "how" and "what" one comprehends. The lack of attention to addressing Comprehension issues and factors may in itself explain why there is a continuing crisis in comprehension that sets in about 4th reader level and grows worse with each passing year. The IR-TI was created to address this continuing crisis and does so in ways that do unfortunately create a bit of a quandary for those who are have an overly linguistic orientation with very little of an orientation toward content knowledge and cognitive development. The number of people that learn to decode words far surpasses the number who never learn to read the lines, read between the lines and read beyond the lines...each of which is targeted only in the IR-TI.
The preference of many elementary school teachers for Qualitative Reading Inventories that dwell on how words are said is most understandable since this is what they think they are teaching. However this preference may be missing some facts that are essential to becoming Literate more so than merely not being Illiterate. Differences in the way words are read from one occasion to another are very unreliable, further they miss the most essential element in the developmental process of becoming a reader, namely in the "how" and "what" one comprehends. The lack of attention to addressing Comprehension issues and factors may in itself explain why there is a continuing crisis in comprehension that sets in about 4th reader level and grows worse with each passing year. The IR-TI was created to address this continuing crisis and does so in ways that do unfortunately create a bit of a quandary for those who are have a linguistic orientation more so than orientation to cognitive development. The number of people that learn to decode words far surpasses the number who never learn to read the lines, read between the lines and read beyond the lines...each of which is targeted only in the IR-TI.
If you are interested in a proposal for a system to combat all this ambiguity about what is BEST please checkout: http://bestmethodsofinstruction.com/