Considerations When Selecting an Assessment of Reading Readiness
Decisions about reading readiness assessment may be best made through a collaborative process including district reading specialist, director of instruction, director of pupil services, and educators (including general and special educators). The team might consider:
- How closely the assessment reflects the school/district’s vision for literacy
- What elements of reading readiness the assessment measures (including phonemic awareness and letter sound knowledge)
- How information gathered from the assessment can inform instruction
- Where and how an assessment fits within the school/district’s larger strategic assessment system
- Developmental needs of children in four-year-old kindergarten to second grade
- To what extent the assessment meets the needs of a varied student population, including English language learners and students enrolled in special education programs
- Ease of reporting results to parents or guardians
- Administration protocols
- Technical qualities of the assessment, such as reliability and validity
- Cost of the assessment (including technology, administration costs, and related professional development/training)