RDGED 706 Assessment & Evaluation of Reading and Language Development

Online Course - 3 semester hours - graduate credit
Instructors: Dr. Emily Hines and Abbie Oleson
Spring: January 23 - April 14, 2017

Tuition, Due Dates, and Registration

Who should enroll?

This course is designed for classroom teachers and support staff at all levels including:

  • Teachers seeking reading teacher certification
  • Title I reading teachers
  • Reading interventionists
  • Special education teachers
  • Literacy coaches
  • Reading specialists
  • Curriculum directors

You Will Learn

During this course you will individually assess two students -- a child at the emergent literacy level (entering or having completed kindergarten) and a struggling reader (having completed second grade, up to the freshman year in high school).

Students may include children from your classroom, neighborhood, home-schooled, church group, summer school or after school programs. No family members, children, grandchildren, nieces or nephews may be assessed for the field experience.

Course Description

A study of the interrelationship of qualitative assessment and evaluation to literacy development including current research in reading and language arts practices. Selection, administration and interpretation of formative and summative literacy assessments for the purpose of evaluating reading and language processes.

This course is a prerequisite for RDGED 707 Practicum in Reading Difficulties.

This is one of the required courses for individuals pursuing reading teacher certification, WI 316. This course is an approved elective in the Master of Science in Education online degree program. 

You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer the credit to another university or reading certification program.

Required Textbooks

Readings will be assigned from all of the following textbooks. (Some of the same textbooks will also be used in RDGED 705 Instructional Techniques For Assisting Students with Reading Difficulties course.)

Four Textbooks
Purchase from online bookstores or online from the publishers. Note: Specific editions are indicated by the ISBN number.

    1. Blevins, W. (2006). Phonics from A-Z. (2nd ed.) New York, NY: Scholastic. ISBN:978-0-439-84511-3 Available from amazon.com
      (This book is also used in RDGED 701 Developmental Reading, RDGED 705 Instructional Techniques for Assisting Students with Reading Difficulties, RDGED 706 Assessment & Evaluation,  RDGED 707 Practicum in Reading Difficulties)

    2. Leslie, L. & Caldwell, J. S. (2017). Qualitative reading inventory - 6th edition. New York, NY: Pearson Allyn & Bacon. ISBN 978-0134539409
      Also available as an e-text. ISBN-13 978-0-13-702857-3
      Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, order ISBN 0134539400. The Enhanced Pearson eText features and QRI electronic resources include embedded video and audio clips, forms, and figures. (This book is also used in RDGED 707 Practicum in Reading Difficulties.)

    3. Caldwell, J.S., & Leslie, L. (2013). Intervention strategies to follow informal reading inventory assessment: So what do I do now? (3rd ed.) New York, NY: Pearson Allyn & Bacon. ISBN 13: 9780123907088 Available from Pearson or new and used from amazon.com
      (This book is also used in RDGED 705 Instructional Techniques for Assisting Students with Reading Difficulties and RDGED 707 Practicum in Reading Difficulties.)

    4. Shea, M. (2006). Where's the glitch? How to use running records with older readers, grades 5-8. Portsmouth, NH: Heinemann. ISBN: 978-0-325-00849-3  The accompanying CD is provided when purchasing the new copy of the book. The content of the CD will not be assigned but is useful when practicing the administration and scoring of running records.

Free Download

National Institute for Literacy (NIFL) booklet: Put reading first:The research building blocks for teaching children to read
Download and print 56-page-booklet color PDF (1.25 MB)

One e-textbook will be provided after you login to the course. You will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet capable device. It is not compatible with a Kindle Reader.

McCormick, S. & Zutell, J. (2015). Instructing students who have literacy problems. (7th ed.). Boston, MA: Pearson Education, Inc., publishing as Allyn & Bacon. ISBN 13:9780133830934

If you prefer to read a hard copy of the textbook, instead of reading via your computer or tablet, you may purchase the book from http://www.pearsonhighered.com or an online bookstore such as amazon.com  Be sure to allow for delivery time, and note the ISBN number and 7th edition.

Additional readings will be available online within the text of each module.

Learning Outcomes

The learning outcomes are aligned with the International Literacy Association standards. Upon completion of this course, students will be able to:

  1. Analyze formative and summative reading and writing assessments for the purpose of evaluating reading and language processes.

  2. Select, administer, and interpret appropriate reading and writing formal and informal assessments based on recent language learning research with a focus on meeting students' individual needs.

  3. Compare, contrast, and analyze variables in student performance, and use assessment results to plan and modify instruction based on individual needs and strengths of each student.

  4. Connect assessment data and instructional strategies to the recommendations of legislation (NCLB & NRP) and professional organizations (ILA & NCTE), and Response to Intervention (RtI).

  5. Formulate a clear, concise and accurate report of assessment results delineating proficiencies and difficulties, determination of a child's reading, writing, and spelling developmental levels, and recommendations of research-based instructional strategies for use at school and in the home to strengthen the child's literacy.

Alignment with State and National Reading Standards

Participants in this class will gain experience that will help them meet the following Wisconsin Teaching Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. This class will help participants meet the International Literacy Association's Standards for Reading Professionals and the Content Guidelines for Reading Teachers State of Wisconsin - DPI.

No travel to campus is required.

This class is asynchronous and open to you 24/7.

Participate from your home or work computer during hours that are best for your work and family schedule.

The class is highly interactive with a significant discussion component.

All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. 

Activities are conducted according to a schedule with specific due dates each week. This is not a self-paced class.

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The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

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Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693
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Our Students Say. . .

"I learned so much and really feel that what I've learned will assist me in helping students with specific needs for reading and language improvement. I have more ways to support teachers, not only through assessment, but next steps for targeting areas for student assistance and practice."


"The practicing we did before actually administering the assessments to our emerging and struggling readers was helpful, and I was able to do the test administration much more smoothly. Everything we've been learning came together in this course."
~ Wendy Smith, Academic Literacy Coach, Milwaukee, Wisconsin

Contact Us


School of Education
Email: Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693



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