There are several ways that teachers and parents can screen students for possible reading difficulties. In order to be useful, these techniques need to be simple, easily implemented and inexpensive. These ideas fall into the category of screening techniques and can be useful for flagging students who need additional assessment.
First, adults should be monitoring students' achievement in school. Sudden dips in performance or grades can signal possible reading problems. Also, monitor performance on different assignment types. A student who consistently achieves good grades on oral and group assignments but struggles with independent text-based assignments, for example, needs further evaluation. Likewise, a student who is generally accurate with math assignments but consistently performs poorly on application and word problems may be having a reading problem.
One good way to assess a student's reading ability is called "the Five-Finger Test." This quick assessment can be done using reading materials at hand and needs to be completed individually. Using a grade-level text or school book, open to a page in the middle with a lot of text. Have the student read aloud, and note difficult or misread words by counting them on the fingers of one hand. If a reader miscues or stumbles over more than five words on the page, further evaluation is indicated.
Finally, a student's attitude about reading tasks can be an indicator of difficulty. Students who shift from eager reading to reluctant reading, or who claim that reading is "too boring" should be evaluated for possible reading difficulties. For most students, reading is intrinsically rewarding. Reluctant readers are often struggling with some aspect of the process.
The Informal Reading Inventory (IRI) is a useful tool for evaluating students' reading achievement. There are commercial inventories available, or a teacher or parent can create his own using simple guidelines. One method is discussed by Steven T. Rutledge of the University of Illinois (Urbana-Champaign) at http://lrs.ed.uiuc.edu/students/srutledg/iri.html. IRIs use a series of graded passages with accompanying comprehension questions to assess students' reading proficiency. When combined with analysis of a student's errors, a well-designed IRI is a powerful diagnostic tool as well as a screening instrument. IRIs are easy to administer, and can be given by parents, volunteers and other adults with no formal training.
Another assessment tool is DIBELS from the University of Oregon. This tool uses short stories and standardized questions to determine if students are performing at expected levels for their grade placement. The instrument is finely tuned, and can accurately measure students' progress. DIBELS materials are available free of charge, and there is an accompanying data management system available for purchase. Visit the official DIBELS homepage at https://dibels.uoregon.edu/ for additional information or to sign up for a free account.
More formal reading assessments also exist, but have the disadvantages of additional costs as well as being time-consuming and complex to administer. Some require that only trained practitioners give the tests. These include achievement tests such as the Wide Range Achievement Test (WRAT), The Gates-MacGinitie Reading Tests, the Wechsler Individual Achievement Test - (WIAT) and the Woodcock Reading Mastery Test - Revised (WRMT-R).
Informal reading assessment can be accomplished by parents and teachers alike using a few simple tools such as observation, the "Five-Finger Method," and informal reading inventories. These tools are usually sufficient to ascertain whether a child is having reading problems, to diagnose the issues, and to create a prescriptive educational response. For students whose reading difficulties stem from learning disabilities or more complex issues, it is recommended that parents and regular education teachers seek consultation with a special educator, tutor or reading specialist who has training and background in diagnosing and treating reading problems.