Why Multiple Measures Matter: The Key to Effective Reading Instruction

One of the most important parts of my role is helping teachers navigate questions about their students' reading development. I’ve found that when one person asks a question, chances are many others have the same curiosity or are facing similar challenges.

To support this, every last Sunday of the month, I’ll share a question I’ve been asked and my response. This way, other educators can gain insights and solutions that might be helpful in their own classrooms.

For this first post, here’s a common question I get asked:

"I have a student who is on grade level for comprehension. Why would I give another assessment?"

This is a question I often hear from educators, and it's an important one to address. To properly answer, it’s essential to understand the difference between two types of assessments: screener assessments and diagnostic assessments—and how they each serve different purposes in evaluating a student’s abilities.

Screener Assessments

Screener assessments are given to all students, typically three times a year, to get a snapshot of their overall academic progress. Think of these as the equivalent of taking a child’s temperature. A child might have a fever for various reasons, and the screener is designed to highlight that something may be wrong, requiring further attention. Many school districts now use digital screener assessments, which, while efficient, don’t always provide a complete picture. While they can save time, they should be followed up by more specific assessments to fully understand where a student is struggling.

Diagnostic Assessments

This is where the diagnostic assessment comes in. It’s designed to dig deeper and identify specific areas where a student is struggling, such as in phonics or fluency. These assessments are crucial for determining whether a student needs Tier 2 or Tier 3 interventions—more specialized support in or outside of the classroom.

Why Do Reading Comprehension Tests Measure

There are a few reasons why it is important to use multiple measures when assessing students. One common issue is that many digital screener assessments don’t account for oral reading fluency. In my district, we administer a digital screener to all Tier 1 students, but we also follow it up with a grade-level oral reading fluency assessment. If a student shows difficulty with fluency, a phonics screener is then given to pinpoint specific weaknesses.

Another important factor is how comprehension works. Comprehension is closely tied to what a student already knows about the topic they’re reading about. If a child performs well on a comprehension test, they likely have some background knowledge of the subject matter. But what happens when they encounter a topic they know little about, like physics or world history?

That’s why it’s important to continue supporting word reading development. A student who is strong in comprehension but weak in word reading might do well with familiar topics, but when faced with unfamiliar content, their decoding skills will be tested. Without intervention, these students often fail to meet benchmarks on state assessments, despite appearing on grade level in reading.

For Administrators:

It’s crucial to think about your assessment framework and whether it includes multiple measures to assess student abilities. Do your assessments consider oral reading fluency? If reading isn’t your area of expertise, consult with your reading teachers to see if they can recommend additional assessments. Some digital assessments offer extra tools for this purpose. For example, easyCBM.com provides free, norm-referenced oral reading fluency assessments that can be very useful.

For Teachers:

As a teacher, you have the flexibility to administer extra assessments to help diagnose students’ needs more thoroughly. At a minimum, ensure you’re giving the screener assessment provided by your district, along with an oral reading fluency test. For students struggling in either of these areas, follow up with a diagnostic assessment, like a phonics screener. Additionally, a spelling inventory can be a quick and effective way to assess phonics skills for the whole class at once.

Reading is a multifaceted process that requires multiple assessments to help identify deficit areas. By using a combination of screeners, oral fluency measures, and diagnostic tools, you can better identify and address any reading difficulties your students may have—and help them make significant progress.

References

Catts, H. W. (2022). Rethinking how to promote reading comprehension. American Educator, 45(4), 26-40. https://files.eric.ed.gov/fulltext/EJ1322088.pdf

Johnson, L., & Gatlin-Nash, B. (2020). Evidence-based practices in the assessment and intervention of language-based reading difficulties among African American learners. Perspectives on Language and Literacy, 46(2), 19-23.

Spear-Swerling, L. (2010). The power of RTI and reading profiles: A blueprint for solving reading problems. Paul H Brooks Publishing.