Understanding the Feifer Assessment of Reading (FAR)
The Feifer Assessment of Reading (FAR) is a comprehensive tool designed to evaluate the cognitive and linguistic processes involved in reading for children aged 4 to 21. Unlike traditional reading tests that focus solely on reading levels, the FAR delves into the underlying reasons why a student may struggle with reading. This approach is crucial for developing targeted interventions that can significantly improve reading outcomes.
Why the FAR is a Game Changer
Research indicates that more than 30% of fourth-graders read below a basic level, and traditional interventions often fail to address the root causes of reading difficulties. The FAR aligns with a multiple-deficit model, providing insights into various subtypes of dyslexia and reading disorders. This allows practitioners to tailor interventions to the specific needs of each student, increasing the likelihood of successful outcomes.
Key Features of the FAR
- Comprehensive Subtests: The FAR includes 15 subtests that assess phonological development, orthographical processing, decoding, reading fluency, and comprehension skills.
- Neuropsychological Approach: By focusing on the cognitive processes involved in reading, the FAR helps identify why a reading deficit exists.
- Multiple Dyslexia Subtypes: The FAR identifies four subtypes of dyslexia: dysphonetic, surface, mixed, and comprehension challenges, each requiring different intervention strategies.
Implementing the FAR in Practice
For practitioners, the FAR offers a streamlined process for assessing reading difficulties. The test kit includes a manual, examiner record forms, and digital resources via PARiconnect, making it accessible and easy to use. The FAR's scoring system is robust, offering various index scores that help pinpoint specific areas of difficulty.
Enhancing Interventions with FAR Insights
By understanding the specific reading challenges a student faces, practitioners can develop more effective intervention plans. For example, a student with dysphonetic dyslexia may benefit from phonological awareness training, while a student with surface dyslexia might need strategies to improve orthographic mapping.
Continuing Education and Research
The FAR is supported by ongoing research and updates, ensuring it remains a relevant and valuable tool for practitioners. For those interested in further exploring the FAR and its applications, I encourage you to delve into the original research paper, which provides a comprehensive review of the assessment's development and efficacy.
To read the original research paper, please follow this link: Test Review of the Feifer Assessment of Reading (FAR).
