NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ864743
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: ERIC
Reference Count: 15
ISSN: ISSN-1047-4412
Why Is the School Psychologist Involved in the Evaluation of Struggling Readers?
Kibby, Michael W.
Journal of Educational & Psychological Consultation, v19 n3 p248-258 2009
This article addresses the role of the school psychologist in the evaluation of children experiencing significant difficulties in reading. The author addresses first the topics of what a reading diagnosis is and what should be expected as the result of the diagnostic evaluation of a child for whom reading has been a difficult task. Before describing the goals, details, and outcomes of a reading diagnosis, a brief argument of why diagnosis is important is presented, followed by the rationale for the term "reading re-mediation."
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A