Abstract
The purpose of this article was to describe a multifaceted assessment paradigm, referred to as direct assessment, for the diagnosis and planning of remediation for reading and related learning difficulties. To accomplish this purpose, we outlined the process and the content of the direct assessment paradigm. Specifically, the process of direct assessment was described as experimental in nature and involves testing-the-limits and trial teaching techniques. The content discussed includes behavior checklists, classroom observation systems for reading and instruction, and informal reading inventories. It was concluded that direct assessment can direct interventions.
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