One approach that states might take in providing interventions for struggling readers is to require the thorough, diagnostic reading assessment of the student to pinpoint the precise cause for the student's lack in reading proficiency.
Why does it matter?
"In practice" means an approach is not authorized or required by state policy but appears to take place in practice.
Methodology: Policies were collected from state statutes, recently enacted legislation (session laws), and rules and regulations. Where necessary, statewide initiatives created outside of policy were collected from state education agencies. The information will be updated as changes occur.
Sources for all datapoints are available through this link.
Last updated: June 2008
Research was conducted by Melodye Bush. Please contact Jennifer Dounay Zinth at 303-299-3628 or email@example.com with comments or questions about this database.
|State requires students performing below proficiency on state reading assessments to be targeted for diagnostic reading assessments|
|Connecticut||Yes. As part of the state department of education's Response to Intervention model, schools are directed to target students who perform below proficiency on state reading assessments, for diagnostic reading assessments.|
|District of Columbia|
|Indiana||No, but legislation passed in 2005 requires the department of education to develop a technical assistance manual for helping schools put together plans for reading instruction and to adopt reliable, valid reading instruments to diagnose reading and writing development.|
© 2014 by the Education Commission of the States (ECS). All rights reserved. ECS is the only nationwide, nonpartisan interstate compact devoted to education.
To request permission to excerpt part of this publication, either in print or electronically, please fax a request to the attention of the ECS Communications Department, 303.296.8332 or e-mail
Helping State Leaders Shape Education Policy