Evidence-Based Assessment and Interventions for Problems with Reading in School Psychology

The capacity to read fluently develops in response to effective instruction and is reliant on a range of cognitive capacities and processes. Although English is considered to be one of the most complex orthographic systems to master, most children can learn to read if provided with explicit instruction that is systematic, structured and cumulative. A minority of typically developing children do, however, struggle to acquire reading skills despite the provision of appropriate schooling and effective intervention. These students may meet the criteria for a specific learning disorder—with impairment in reading (commonly known as reading disorder or dyslexia). The purpose of this chapter is to provide an overview of the component skills of reading, specifically reading accuracy, comprehension and fluency and the instructional approaches identified as best practice. The definition, prevalence and DSM-5 diagnostic criteria of reading disorders will be discussed, as will the processing weaknesses frequently identified in students with reading disorders, including phonological processing, working memory and orthographic processing. In addition, the cross-battery approach to assessment and the RTI model will be examined.