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Most elementary educators agree that assessment is a necessary preparation for instructional planning. Teachers can use one of several standardized instruments or an informal reading inventory to assess the abilities of their reading students. A problem occurs for the teacher of non-readers or the teacher of beginning readers. These students cannot be assessed with instruments requiring reading ability. They need to be evaluated with instruments that sample their ability to perform with psycho-motor, auditory, oral, and visual skill areas. These areas are the foundation of beginning reading instruction and should be measured and evaluated prior to instructional planning for each kindergarten and primary school child.

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