This course will review formal reading assessments, but will focus on diagnostic, informal literacy assessment measures in the areas of word identification, fluency and reading comprehension.  Students will utilize a variety of formative assessments including interest inventories, early literacy assessments, informal reading inventories, phonics inventories, cloze, maze, SRI, Dibels, DRA, and running records. Students will learn how to implement the assessments and interpret their results in order to plan for instruction, both as a classroom teacher and as a reading tutor. Discussions will focus on how to use assessment data to select effective literacy methods and strategies that help children become successful readers. The role of assessment throughout the MTSS/RTI process will also be discussed.  A framework to confer with students one on one and in small groups will be provided as well as a system to record assessment data within the literacy classroom.  In the second half of the semester, students will tutor a child during the course (on or off campus), developing an individualized and appropriate instructional plan based on a child’s learning needs, strengths, interests, and learning styles.