If a student struggles with phonics and decoding, which assessment would be most beneficial?

Choosing a word-reading survey as the most beneficial assessment for a student who struggles with phonics and decoding is highly effective because it specifically targets the skills related to reading individual words. A word-reading survey focuses on a student’s ability to read words in isolation, which can reveal their phonetic knowledge, ability to decode unfamiliar words, and any specific patterns or deficits in their reading strategy.

This type of assessment typically includes a variety of words that are phonetically controlled and allows educators to gather data that can inform instruction and interventions. It is particularly useful for identifying whether the student has a strong grasp of phonics rules and how well they can apply these rules to decode unfamiliar words.

In contrast, standardized reading tests may assess a wide range of reading abilities but do not typically isolate phonics and decoding skills specifically, potentially masking issues in these areas. Observational assessments may provide insights into a student's overall reading behaviors but lack the structured approach necessary to pinpoint phonics-related difficulties. Spelling tests can indirectly indicate phonics knowledge but do not directly assess decoding skills, making them less effective for this specific situation.

Thus, a word-reading survey is the most targeted and beneficial tool for identifying and addressing phonics and decoding challenges.