RESUMO
The Feifer Assessment of Reading (FAR) is a comprehensive reading test for children ages 4 through 21 years. The FAR was designed to evaluate the underlying cognitive and linguistic processes of reading. It has 15 subtests to evaluate aspects of phonological development, orthographical processing, decoding, reading fluency, and comprehension skills. Academic achievement tests endeavor to evaluate core neuropsychological and theoretical perspectives that identify students at risk. However, reading tests have historically not focused on why a student may struggle with reading interventions. A neuropsychological approach to reading posits that multiple neural pathways assist the reading process. These processes include orthographic mapping, phonemic awareness, fluency, decoding, and comprehension. The aim of the test is to help the evaluator learn why a student is struggling with reading, as well as to inform intervention. This review explores the Feifer Assessment of Reading (FAR), and its contribution to the neuropsychological evaluation of reading.
RESUMO
The Feifer Assessment of Writing (FAW) is a comprehensive test of writing that was designed to measure three subtypes of written language disorders. Academic achievement tests endeavor to evaluate core neuropsychological and theoretical perspectives that identify students at risk. Written assessments have historically focused more on the ability to write, putting ideas together in a sentence, and being able to do so efficiently. Missing from these evaluations is the impact of working memory and other executive functioning abilities, such as the ability to strategically develop a plan, evaluate, monitor, draft, and revisit the text. This review explores the FAW, and its contribution to the neuropsychological evaluation of writing.
