ABSTRACT
Reading is perhaps one of the most crucial yet complex academic behaviors that children must master in their school careers. Composed of a large set of subskills, all of which are interrelated in achieving success, children may not learn to read adequately due to the failure to learn any one of these component skills. Because many children referred for evaluation have been experiencing reading difficulties, school psychologists must be skilled at the assessment of this area of basic skills. Although increasing interest appears to be present among school psychologists in reading assessment (see Elliott & Piersel, 1982), other data indicate that general achievement tests and some diagnostic tests are still the primary way school psychologists assess reading (Goh et al., 1981).
