Abstract
There is currently a disparity between the way reading instruction is conducted in many of today's schools and the method by which students' reading is assessed. Additionally, traditional assessments often ignore learner differences in culture, ability, learning style, and background, while focusing on static results that involve little to no interaction between the assessor and the student. Recently, innovative reading assessments, such as Dynamic Assessment, have been introduced into the field. The authors of this article propose a program, Dynamic Assessment and Remediation Approach (DARA), that is a social-constructivist model of assessment and remediation. The use of scaffolding through dialogue allows for on-going assessment of students' reading in order to gain insight into the manner in which students process textual information. This model of assessment measures progress over time and provides remedial plans based on assessment results. DARA better suits the needs of students who are functioning in ways that are different from the "norm."