[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-414270-105":59,"doc-detail-414270-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","assessing-reading-multiple-measures-edited-by-linda-diamond","Assessing Reading Multiple Measures - Edited by Linda Diamond","","Assessing Reading Multiple Measures presents an overview of effective reading assessment systems and their use across student groups, with emphasis on identifying instructional needs. The material outlines types of assessment and provides structured assessment sequences for students from kindergarten through grade levels. It includes guidance on diagnostic planning and profiles forms, along with specific tools such as phonological segmentation, phoneme deletion, segmentation, phonics surveys, vocabulary screening, word reading measures, reading maze comprehension tests, and related assessments for English and Spanish contexts.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessing-reading-multiple-measures-edited-by-linda-diamond/414270/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessing-reading-multiple-measures-edited-by-linda-diamond/414270.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What assessment approaches does the document describe?","Question",{"text":113,"@type":114},"It covers effective reading assessment systems, types of assessment, and how assessments support diagnosis and instruction across student grade bands.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How are assessment sequences organized by grade?",{"text":118,"@type":114},"The document provides assessment sequences for students in kindergarten through grade spans and separate sequences for higher grades, including diagnostic planning for each range.",{"name":120,"@type":111,"acceptedAnswer":121},"Which assessment tools are included for English and Spanish?",{"text":122,"@type":114},"It lists multiple measures such as phonological/phoneme tasks, phonics surveys, vocabulary screening, reading maze comprehension, and Spanish-specific tools including phonemic awareness, phonics survey, and spelling inventory.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},414270,1791163096,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","􀀄 􀀌 􀀎 􀀆 􀀉 􀀈 􀀐 􀀆 􀀎 􀀂 􀀄 􀀒 􀀉 􀀈 􀀃 􀀎 􀀂 􀀎 􀀒  \n􀀖ssessing Reading Multiple Measures  \n􀀐 􀀆 􀀓 􀀉 􀀑 􀀆 􀀅 􀀑 􀀆 􀀄 􀀎 􀀍 􀀅 􀀆 􀀅 􀀉 􀀒 􀀉 􀀎 􀀍  \n􀀝dited by Linda 􀀜iamond  \nand 􀀚􀀊 J􀀊 Thorsnes  \n􀀘 kl nd • 􀀍 liforni  \n􀀈􀀖􀀐􀀔􀀌 􀀊􀀖􀀐􀀗􀀗  \n􀀗ov to • 􀀍 liforni  \n􀀜rena Press  \n􀀜 ivision of 􀀜cademic Therapy Publications 􀀇􀀅 Leveroni 􀀞ourt  \nNovato􀀉 􀀞alifornia 􀀎􀀉􀀎􀀉􀀎􀀃􀀊􀀌􀀉􀀋􀀍􀀅􀀅􀀃􀀉􀀇􀀇􀀃􀀌􀀇􀀉􀀎 www􀀋􀀜cademicTherapy􀀋com  \n􀀞onsortium on Reaching Excellence in Education􀀉 Inc􀀋 􀀇􀀞ORE􀀈  \n􀀆􀀈􀀅􀀅 􀀞lay Street􀀉 Suite 􀀋􀀅􀀅 Oakland􀀉 􀀞alifornia 􀀎􀀉􀀋􀀆􀀇􀀍􀀍􀀍􀀃􀀇􀀉􀀎􀀃􀀋􀀆􀀊􀀊 www􀀋corelearn􀀋com  \n􀀞opyright © 􀀇􀀅􀀆􀀍 by 􀀞onsortium on Reaching Excellence in Education􀀉 Inc􀀋 􀀇􀀞ORE􀀈􀀋 􀀜ll rights reserved􀀋  \nThis publication contains copyrighted material􀀋 Purchasers of 􀀍ssessing 􀀞eading􀀊 􀀙ultiple 􀀙easures are granted permis􀀊 sion to reproduce pages for classroom use where permission has been stated􀀋 However􀀉 no part of this publication may be stored in a retrieval system􀀉 transmitted􀀉 or posted online either for public or internal use􀀉 in any form or by any means􀀉 electronic􀀉 mechanical photocopying􀀉 scanning􀀉 recording􀀉 or otherwise􀀉 without prior written permission from 􀀞ORE􀀋 For permission requests􀀉 contact msimmons􀀛corelearn􀀋com􀀋  \nIS􀀝N􀀗 􀀎􀀌􀀍􀀃􀀆􀀃􀀋􀀈􀀉􀀅􀀇􀀃􀀇􀀉􀀈􀀃􀀎  \nPrint Number􀀗  \n􀀆􀀊 􀀆􀀉 􀀆􀀈 􀀆􀀇 􀀆􀀆 􀀆􀀅 􀀎 􀀍 􀀌 􀀋 􀀊 􀀉 􀀈 􀀇 􀀆 Library of 􀀞ongress 􀀞ontrol Number􀀗 􀀇􀀅􀀆􀀍􀀎􀀊􀀉􀀆􀀎􀀅  \n􀀛 R 􀀝 􀀜 I T S  \nEditorial􀀗 Linda Gutlohn􀀉 Shelle Epton  \n􀀞ontributors􀀗 Orna Lenchner􀀉 Jacalyn Mahler􀀉 Michael Milone  \n􀀝ook esign􀀗 Lucy Nielsen  \n􀀙 􀀛 K N O W L 􀀝 􀀜 M 􀀝 N T S  \nFor each of the following selections􀀉 grateful acknowledg􀀊 ment is made for permission to adapt and􀀌or reprint original or copyrighted material􀀋  \n􀀜cademic Therapy Publications􀀗 “􀀞ritchlow Spanish Verbal Language Scales” excerpted from 􀀐os 􀀍migos Verbal 􀀘anguagecales by onald E􀀋 􀀞ritchlow􀀋 􀀞opyright ©􀀆􀀎􀀋􀀎 by 􀀜cademic Therapy Publications􀀋 􀀜ll rights reserved􀀋 Reprinted by permission of the publisher􀀋  \nKenneth W􀀋 Howell􀀗 “M􀀜SI􀀊R Oral Reading Fluency Mea 􀀊 sures” passages excerpted from 􀀙ulti􀀇􀀘evel 􀀍cademic kills 􀀕nventory􀀆 􀀞evised by K􀀋W􀀋 Howell􀀉 M􀀋 K􀀋 Hosp􀀉 J􀀋 L􀀋 Hosp􀀉 and M􀀋 K􀀋 Morehead􀀋 􀀞opyright © 􀀇􀀅􀀆􀀍 by Kenneth W􀀋 Howell􀀋 􀀜ll rights reserved􀀋 Reprinted by permission of the author􀀋  \nInternational yslexia 􀀜ssociation􀀗 “􀀜ssessment􀀊 riven Instruction􀀗 􀀜 Systems 􀀜pproach” by Linda iamond in 􀀜erspectives􀀉 Fall 􀀇􀀅􀀅􀀊􀀂 pages 􀀈􀀈􀀏􀀈􀀌􀀋 􀀞opyright © 􀀇􀀅􀀅􀀊 by the International yslexia 􀀜ssociation􀀋 􀀜ll rights reserved􀀋 Reprinted by permission of the publisher􀀋  \nInternational Reading 􀀜ssociation􀀗 “San iego Quick 􀀜ssessment of Reading 􀀜bility” excerpted from “The Graded Word List􀀗 Quick Gauge of Reading 􀀜bility” by Margaret La Pray and Ramon Ross in 􀀖ournal of 􀀞eading􀀉 Vol􀀋 􀀆􀀇 􀀉 No􀀋 􀀉􀀉 January 􀀆􀀎􀀋􀀎􀀄 􀀞opyright © by M􀀋 H􀀋 La Pray and the International Reading 􀀜ssociation􀀋 􀀜ll rights reserved􀀋 Reprinted by permission of the publisher􀀋  \n􀀕 O T 􀀗 T S  \n􀀑ntroduction to 􀀉ssessing 􀀙eading 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀊 Effective Reading 􀀜ssessment Systems􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀌 Types of 􀀜ssessment 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀍  \n􀀜ssessment Sequence for Students in Kindergarten–Grade 􀀐 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀆􀀇  \n􀀜ssessment Sequence for Students in Grades 􀀑–􀀎􀀏􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀆􀀈 iagnostic Plan for Students in Grades 􀀏–􀀐 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀆􀀉 iagnostic Plan for Students in Grades 􀀑–􀀎􀀏􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀆􀀊  \n􀀗 􀀞 􀀖 􀀝 􀀕 􀀚 􀀖 􀀒 􀀗 􀀒 􀀎 􀀜 􀀞 􀀛 􀀒 􀀜  \n􀀋􀀖􀀙􀀍 􀀗honological 􀀚egmentation 􀀛est 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀆􀀎• Part 􀀜􀀗 Sentence Segmentation  \n• Part 􀀝􀀗 Syllable Segmentation  \n• Part 􀀞􀀗 Phoneme Segmentation  \n􀀋􀀖􀀙􀀍 􀀗honeme 􀀌eletion 􀀛est 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀇􀀉• Part 􀀜􀀗 Initial Phoneme eletion  \n• Part 􀀝􀀗 Final Phoneme eletion  \n• Part 􀀞􀀗 eletion of Initial Phoneme in a 􀀞onsonant 􀀝lend  \n􀀋􀀖􀀙􀀍 􀀗honeme 􀀚egmentation 􀀛est 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀋 􀀈􀀅  \n􀀋􀀖􀀙􀀍 􀀚panish 􀀗honemic 􀀉wareness ","cbCairJoqOWZ1x10","https://ap.wps.com/l/cbCairJoqOWZ1x10","pdf",192157,15,"English","# Introduction to Assessing Reading\n## Effective Reading Assessment Systems\n## Types of Assessment\n## Assessment Sequence for Students in Kindergarten–Grade 1–3\n## Assessment Sequence for Students in Grades 4–8\n## Diagnostic Plan for Students in Grades 1–3\n## Diagnostic Plan for Students in Grades 4–8\n## OR Phonological Segmentation Test\n## OR Phoneme Deletion Test\n## OR Phoneme Segmentation Test\n## OR Phonics Survey\n## OR Graded High-Frequency Word Survey\n## San Diego Quick Assessment of Reading Ability\n## M-SI-R Oral Reading Fluency Measure\n## OR Vocabulary Screening Test\n## OR Reading Maze Comprehension Test\n## OR Spanish Phonemic Awareness Test\n## OR Spanish Phonics Survey\n## OR Spanish Spelling Inventory\n## OR Reading Assessments for Student Profiles","[{\"question\":\"What assessment approaches does the document describe?\",\"answer\":\"It covers effective reading assessment systems, types of assessment, and how assessments support diagnosis and instruction across student grade bands.\"},{\"question\":\"How are assessment sequences organized by grade?\",\"answer\":\"The document provides assessment sequences for students in kindergarten through grade spans and separate sequences for higher grades, including diagnostic planning for each range.\"},{\"question\":\"Which assessment tools are included for English and Spanish?\",\"answer\":\"It lists multiple measures such as phonological/phoneme tasks, phonics surveys, vocabulary screening, reading maze comprehension, and Spanish-specific tools including phonemic awareness, phonics survey, and spelling inventory.\"}]","Assessing Reading Multiple Measures - Edited by Linda Diamond | PDF",1790597135,38]