Know Better, Do Better – Why It’s Critical You Know What Your Students Know about Foundational Reading – Early and Often
David Liben, Meredith Liben
This session will explore the imperatives of both informal and formal assessment when students are learning how to read. The research-based case for both regular, systematic formal assessment and in-the-moment informal assessing of student progress will be made. We will also look at why, in the face of compelling evidence of its value, regular foundational skills assessments are not done. The session will close with practical guidance on how to make both practices a regular part of your classroom and school.