Which cognitive and related factors should be assessed in a program for struggling readers and writers? What are some ways in which these factors might be assessed?

Question

What will be an ideal response?

Answer 1

The following cognitive and related factors should be assessed:
• Cognitive ability or capacity: A student's overall capacity and key cognitive abilities should be assessed, especially if the student is struggling. An assessment can yield an overall picture of the student's' cognitive capacity so there is some estimate as to how well the student should be able to read. Assessment of specific cognitive strengths and weaknesses can be useful in planning an intervention program. 
Assessment:
Cognitive Ability: Intelligence tests may be used but because of their shortcomings, other test results, observations of student's' performance, and observation of student's ability to learn should be a part of the assessment. 
• Language: Language is the foundation of reading and can be assessed through formal tests, but also can be assessed by noting student's responses on the IRI and in classroom discussions and informal conversations.
• Memory: Memory deficits play a role in many reading difficulties. Many tests of cognitive ability include subtests that assess memory. In addition, there are test batteries specifically designed to assess memory. Observation of student's performance can also be used to assess memory.
• Associative Word Learning: Associative word learning is the ability to connect written symbol with their sounds. Difficulty with associative word learning may be at the root of the most serious reading difficulties. Some tests of cognitive ability contain subtests that measure associative word learning. In addition, providing students with the opportunity to learn printed words and see how they do can be used to assess associative word learning. Past difficulty learning letters of the alphabet, letter sounds, and printed words are also possible indicators of associative word learning difficulty.