Reading Assessment in an RTI Framework

by Katherine A. Dougherty Stahl,

From leading experts, this indispensable resource presents a practical model for conducting reading assessments for screening, diagnosis, and progress monitoring in each of the three tiers of response to intervention (RTI). K-8 teachers and school personnel are guided to use norm-referenced, informal, and curriculum-based measures to assess key components of reading development and make informed choices about instruction. The book describes how to survey existing assessment practices in a school and craft a systematic plan for improvement; reproducible tools include a 10-page RTI Assessment Audit that can be downloaded and printed in a convenient 8 1/2" x 11" size.

See also Assessment for Reading Instruction, Third Edition, which explains the fundamentals of assessment and provides essential hands-on tools.

  • Guilford Publications; October 2012
  • ISBN: 9781462508464
  • Read online, or download in secure ePub format
  • Title: Reading Assessment in an RTI Framework
  • Author: Katherine A. Dougherty Stahl; Michael C. McKenna
  • Imprint: The Guilford Press

In The Press

"This book is important, useful, and timely. It focuses on how to plan the amount and types of assessment that will be 'just right' in each tier of RTI, in a style that is 'just right' for teachers and other practitioners. Readers will especially appreciate the information about the most appropriate use of curriculum-based measures, as well as the very helpful RTI Assessment Audit."--Karen K. Wixson, PhD, Dean and Professor Emerita, School of Education, University of North Carolina at Greensboro, and School of Education, University of Michigan

"A 'must read' for educators who are implementing RTI in literacy. Stahl and McKenna present practical and easy-to-implement strategies to support data-based decision making. They discuss the purposes of assessment and how much assessment is needed. Assessment tools and strategies are provided to help teachers and administrators determine each student’s risk status and response to a given intervention."--Theresa M. Janczak, PhD, Exceptional Education Department, Buffalo State, State University of New York
"Ideal for teachers at all levels of experience, this book describes strategies for assessing reading development that support the RTI process. The book gave me a greater understanding of RTI. It explains easy-to-implement, practical ways to assess student progress and make literacy instruction more efficient, including concrete examples. I was inspired to try out the authors' suggestions in my own classroom. This is a perfect resource for a school book study."--Laura K. Kelley, classroom teacher and RTI coordinator, Fulton Academy of Excellence, Aurora, Colorado

About The Author

Katherine A. Dougherty Stahl, EdD, is Assistant Professor of Reading at New York University, where she serves as Literacy Education Program Director and teaches graduate courses. Her research focuses on reading acquisition, struggling readers, and comprehension. In addition to teaching in public elementary school classrooms for over 25 years, she has extensive experience working with struggling readers in clinical settings. These experiences have led to her research interests and her ongoing collaborations with teachers translating research into practice to improve classroom literacy instruction.

Michael C. McKenna, PhD, was Thomas G. Jewell Professor of Reading in the Curry School of Education at the University of Virginia until his death in 2016. He authored, coauthored, or edited more than 20 books, including Assessment for Reading Instruction, Third Edition; How to Plan Differentiated Reading Instruction, Second Edition: Resources for Grades K–3; and Organizing the Early Literacy Classroom; as well as over 100 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna also served as Series Editor, with Sharon Walpole, of The Essential Library of PreK–2 Literacy. His research was sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He was a corecipient of the Edward B. Fry Book Award from the Literacy Research Association and the Award for Outstanding Academic Books from the American Library Association, and a member of the Reading Hall of Fame.