Reading Assessment

 

 

A  reading evaluation is mandatory before our Multisensory Reading and Spelling Program is initiated. It is also very helpful to individualize your child's learning needs and develop an appropriate learning plan if you provide us the family background information and a copy of your child's psychological evaluation and  the school's performance report,(IEP, a sample of his works: writings, tests, etc.).

 

Our reading assessment involves standardized and informal evaluations. It measures the student's decoding, receptive, and writing skills (both basic writing and handwriting skills).  The decoding part of the assessment includes the test of the alphabet, word identification, word attack, spelling, reading fluency (rate and accuracy), passage comprehension, and vocabulary. The receptive language portion involves tests that measure listening comprehension, vocabulary, and phonological processing skills. The written part deals with basic writing skills and handwriting, such as letter formation and how the student grasps the pen or pencil.

 

What is included: ( it depends on the needs of the student)

  • Letter Recognition

  • Letter Sequencing

  • Letter-Sound Relationship

  • Phonological Awareness

  • Word Awareness

  • Print Awareness

  • Spelling

  • Word Attack

  • Word identification

  • Reading Fluency

  • Reading Vocabulary

  • Meaningful Reading

  • Listening Vocabulary

  • Homonyms

  • Rapid Naming

  • Silent Reading Comprehension

  • Phonetic Analysis

  • Writing: alphabet, spelling, punctuation, writing sentences

  • Handwriting: observations of execution, legibility, and speed of writing

 

Process

  • Reading assessment: approximately two to three meetings, 55 minutes each meeting

  • Consultation, evaluation report, and feedback meeting: one meeting, 55 minutes

 

Purpose:

  • to collect the information regarding the challenges and difficulties, as well as the student’s strengths

  • to discuss the results/findings of the evaluations and recommendations. It also allows the student and/or his parents to express their concerns so that we can navigate and tailor the student's lessons based on his learning needs and his capacity to learn.

Why it is necessary?

  • to save time and to help build the student's self-confidence and self-esteem; the student 's psychological evaluation will only give us the results of different tests, it does not include what concepts the student knows and what he does not know; for example, most students know some sounds , they just do not know how to connect the sounds.

  • not everyone can learn to read and we will know  it during the first few minutes of the evaluation if the student can learn to read; if he cannot learn to read, the parents have the option to know the possible method to help him with his difficulties or to receive a 100% refund of our reading assessment service fee.

 

LimiTED SPACES

 Your decision today is your CHILD'S tomorrow!

Multisensory Reading Clinic Dyslexia Therapeutic Tutoring   www.multisensoryreadingclinic.com   Orton-Gillingham Instruction

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