Abstract

Chappell, Stephens, Kinnison, and Pettigrew (2009) conducted a study investigating educational diagnosticians knowledge of early reading development. Our study replicated the work of Chappell et al. through a mixed methods design that investigated educational diagnosticians’ perceptions and knowledge of early reading development. Additionally, our study sought to gain a better understanding of how educational diagnosticians selected assessment instruments. Our findings suggested that educational diagnosticians may lack understanding of the early developmental processes of reading and that there may be limited use of diagnostic assessment instruments when evaluating students who are struggling to read.

Publisher

Current Issues in Education

Date of publication

11-17-2015

Language

english

Persistent identifier

http://hdl.handle.net/10950/343

Document Type

Article

Publisher Citation

Rueter, J. E.., McWhorter, R. R., Lamb, J. H., & Dykes, F. O. (2016). Updated perspectives on educational diagnosticians’ understanding of reading assessments. Current Issues in Education, 19(1). Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1450

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