Date of Award/Publication
8-2011
Document Type
Thesis
Degree Name
MS in Literacy Education
Department
Education
First Supervisor
Joellen Maples
Abstract
This study aims to compare the use of standardized reading assessments and informal reading assessments in students with autism. I assert that informal reading assessments provide the most benefits for both the student with autism and the teacher, while aligning with the standardized Data was collected through the assessment and observation of a high school student with autism. The study reveals that both types of assessment evaluate reading level, structural elements, and cognitive components. assessment incorporates student interest. However, only the informal The use of the informal assessment allows for flexibility and more diagnostic data for the teacher to plan reading instruction.
Recommended Citation
Pruitt, Cassie, "Reading Assessments for Students with Autism" (2011). Education Masters. Paper 18.
https://fisherpub.sjf.edu/education_ETD_masters/18
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.