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Preventing and Detecting Reading Learning Difficulties
Progress monitoring assessments were developed to help diagnose learning difficulties, but also to allow professionals to better adapt their interventions to the needs of students. These assessments and their results are used within the framework of the multi-tier model to distinguish between two types of students: students who do not learn to read because the instruction provided to them is not of sufficient quality, and students who do not learn to read due to individual factors (e.g., because of insufficient stimulation in the family environment). The use of progress monitoring assessments has demonstrated that a significant number of learning difficulty diagnoses actually result from insufficient quality of instruction.
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Introduction
Definition of Progress Monitoring Assessment
Origin of Progress Monitoring Assessment
Classic Examples of Assessment
Response to Intervention Model
Developing Progress Monitoring Assessments
Conclusion
- Instructor(s)
Mr. Éric Dion, Professor in the Department of Education at UQAM
- length
- 3h00
- Producer(s)
- Miiro
Progress monitoring assessments were developed to help diagnose learning difficulties, but also to allow professionals to better adapt their interventions to the needs of students. These assessments and their results are used within the framework of the multi-tier model to distinguish between two types of students: students who do not learn to read because the instruction provided to them is not of sufficient quality, and students who do not learn to read due to individual factors (e.g., because of insufficient stimulation in the family environment). The use of progress monitoring assessments has demonstrated that a significant number of learning difficulty diagnoses actually result from insufficient quality of instruction.