Why a Model of the Diagnostic Decision-Making Process?
To integrate the knowledge bases and competencies required during reading diagnosis — that is, to learn about a child, to know the child s reading strengths and limitations, and to teach the child diagnostically to determine what methods are effective — teachers and reading clinicians need an organizational framework or conceptual model of the diagnostic decision-making process (Kibby & Barr, 1999; Gil, Vinsonhaler, & Wagner, 1979; Gil, Wagner, & Vinsonhaler, 1979; Sherman, Weinshank, & Brown, 1979; Wagner & Vinsonhaler, 1978). A comprehensive model of the diagnostic process provides a chart of the process of reading diagnosis (Barr, 1995, p. vi). In addition to a model of the diagnostic process, research has also called for more precise language or terminology for communicating about reading difficulties. Gil, Vinsonhaler, and Wagner (1979), Gil, Wagner, and Vinsonhaler (1979), and Kibby and Barr (1999) argue that communication among reading specialists may be clouded by variations
