Which type of measures are included in diagnostic assessments to understand reading risks?

Diagnostic assessments aim to identify reading risks and provide a comprehensive understanding of a student's reading abilities. These assessments often incorporate various types of measures to capture different aspects of reading skills.

Norm-referenced measures compare an individual's performance to a norm group, allowing for the evaluation of a student’s reading skills relative to peers. This helps in identifying whether a student is at risk for reading difficulties compared to others.

Criterion-referenced measures, on the other hand, assess a student's performance against specific standards or criteria. This type of measure helps educators determine whether a student has mastered particular reading skills or concepts, providing insights into areas where the student may need additional support.

Teacher-created assessments serve to gauge individual student skills in a more tailored way, allowing educators to focus on specific competencies that align with their curriculum and the unique needs of their classroom.

By combining these diverse types of measures, educators can obtain a well-rounded view of a student's reading abilities, leading to more effective interventions and support strategies. Hence, the inclusion of all these measures is crucial for a thorough diagnostic assessment to understand reading risks.