A survey of training, practice, and competence in reading assessment and intervention

Data were gathered from 496 practicing school psychologists regarding perceptions of their preparation, ability, and use of research-based techniques in reading assessment and intervention. The survey consisted mainly of items from a survey by Fish and Margolis (1988), but items were added based on research advances in the field. Nearly half of those surveyed were not required to take a class specific to reading. Despite a desire to be more involved in early reading intervention, self-reported knowledge of evidence-based reading interventions was low. A considerable portion of participants also reported low knowledge and use of research-based reading assessment techniques. Over 90% reported that more training in reading assessment and intervention would be beneficial for them as practitioners. Results are discussed relative to historical roles, current service delivery reformulations, and the school psychologist's role in future professional activities, particularly within a response to intervention model.