Using data from Northwest Evaluation Association’s Measures of Academic Progress assessment, reading achievement was analyzed from 224 students with visual impairments in grades 3–10, in four states over an eight-year time period.

This study compares reading growth for students with visual impairments with a nationally normed group of students from the general population using data from the NWEA MAP Growth assessment.

This study investigates the use of screening assessments within the increasingly popular Response to Intervention (RTI) framework, specifically seeking to collect concurrent validity evidence on one potential new screening tool, the Independent Reading Level Assessment (IRLA) framework.