Course details

Su 14, W 15, Su 15, W 16, W 18
Course number
READ 572
Course title
Reading Assessment: ECE/Elem
Course description

This course examines varieties of assessment of early reading and literacy focusing on the first eight years of life. The course studies current reading assessment approaches to young children within diverse contexts and the influence of individual, cultural, linguistic, ethnic, and racial differences as well as abilities/disabilities. It also considers ways of sharing meaningful assessment information on reading to identify children in need of prevention and early intervention planning in collaboration with early childhood educators and family members.

Rebecca Olien
Instructor bio

 Rebecca Olien, MET, taught kindergarten and fourth grade in the classroom for over 20 years and is currently an education specialist and instructional designer. She is the author of over 50 books for children and teachers, including the design of interactive eBooks with National Science Teachers Association.  She designs curriculum and instructional materials for a variety of publishers, as well as  teaches online courses for several universities. She earned her BS at Michigan State, her MA at the University of Wisconsin. and her MET at Boise State.


There are no required prerequisites for this course. However, learners are assumed to be teachers with access to young children.


1.3 Candidates understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.
2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
3.1 Candidates understand types of assessments and their purposes, strengths, and limitations.
3.2 Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.3 Candidates use assessment information to plan and evaluate instruction.
3.4 Candidates communicate assessment results and implications to a variety of audiences.
4.3 Candidates develop and implement strategies to advocate for equity.

Practical applications

Students will administer and interpret appropriate assessments for students, especially those who struggle with reading and writing, as well as demonstrate an understanding of purposes for assessing the performance of all readers, including tools for screening, diagnosis, progress monitoring, and measuring outcomes.

Time commitment

Students should expect to spend 9 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written reports/papers and assignments). This course is online and does not require in-person attendance. Assignments are completed on the learner’s time schedule and are due as posted.


A textbook is required for this course. Please check with SOU’s ReadOregon program.

Historical offerings

Winter 2006, 2007, 2010, 2011, 2012, 2013, 2014
Spring 2006, 2007, 2009
Summer 2006, 2010, 2011, 2012, 2013