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Assessing for Intervention in Reading
Assessing for intervention in reading
RTI and CBM Reading

In Response to Intervention (RTI) models, results of frequent and direct assessments must guide decision making about the type and intensity of multitiered reading instruction. The most useful assessments are sensitive enough to changes in performance to determine whether or not students are responding successfully to intervention. Considering the number of students in inclusive classrooms and their wide range of reading abilities, teachers need a quick, accurate, and reliable system for assessing performance and monitoring progress. Timely assessment information allows teachers to make immediate adjustments to instruction that will increase the likelihood of student achievement. Four purposes of assessment include screening, monitoring progress, making diagnostic decisions, and determining student outcomes.

Screening assessments are administered ...

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