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Feifer Assessment of Reading

Steven G. Feifer, DEd; Professional Manual by Steven G. Feifer, DEd, and Rebecca Gerhardstein Nader, PhD

Examines the underlying cognitive and linguistic processes that support proficient reading skills
Paper and pencil, Online scoring via PARiConnect, Download, E-Manual
Grade range:
Pre-K to College
35 minutes for PK; 60 minutes for K–Grade 1; 75 minutes for Grade 2+; 15–20 minutes for Screening Form
Qualification level:
A degree from an accredited 4-year college or university in psychology, counseling, speech-language pathology, or a closely related field plus satisfactory completion of coursework in test interpretation, psychometrics and measurement theory, educational statistics, or a closely related area; or license or certification from an agency that requires appropriate training and experience in the ethical and competent use of psychological tests. Close

Evaluate for Reading Disorders and Identify the Specific Subtype of Dyslexia From Pre-K to College

The FAR is a comprehensive assessment of reading and related processes. It is unique in that it helps you determine the examinee's specific subtype of dyslexia to inform decisions about appropriate interventions.

  • The original comprehensive reading assessment using a neurodevelopmental approach
  • Score online in minutes with PARiConnect
  • Provide targeted interventions with the FAR Interpretive Report


Features and benefits

  • Based on the premise that treatments for reading disorders vary by dyslexia subtype: dysphonetic dyslexia, surface dyslexia, mixed dyslexia, and reading comprehension deficits. 
  • Takes a neurodevelopmental approach to reading, which suggests that multiple neural pathways underscore various aspects of the reading process such as phonemic awareness, fluency, decoding, and comprehension.
  • Comprises 15 individual subtests measuring various aspects of vocabulary, phonological awareness, decoding skills, rapid automatic naming, orthographical processing, morphological processing, word memory, reading fluency (word and story; silent and oral), and comprehension skills.
  • Enables you to conduct an item-level skills and error analysis of the examinee's scores on specific subtests and to take a more in-depth look at his or her reading-related behaviors.
  • Can be used for an array of purposes, including general screening of dyslexia, progress monitoring of discrete skills for school systems operating in an RTI paradigm, diagnosis of a learning disability as part of a comprehensive psychological evaluation, and design of a deficit- or skill-specific intervention.
  • A separate in-person or remote screening form is designed to identify children at risk for developmental dyslexia and measure the underlying processes of reading. Screening Form is composed of three subtests: one from the Phonological Index (Phonemic Awareness); one from the Fluency Index (Rapid Automatic Naming); and one from the Comprehension Index (Semantic Concepts).


Practice support resources

  • School psychologists, learn how the FAR helps identify reading disorders, including dyslexia, and develop appropriate interventions in our infographic!
  • In-Person e-Stimulus Books and Kits are convenient, more hygienic alternatives to paper administration that allow you to administer the FAR face-to-face via tablet. Be sure to download the administrative guidelines white paper prior to administering.
  • The FAR Laminated Storybook—included in the FAR Comprehensive Kit—allows for easier sanitation and clean-up of materials after student use. It is also available for individual purchase.
  • Read our white paper to learn more about using built-in skills, error, and behavior analyses with the FAR and the FAM to help you develop even more effective reading and math interventions!
  • Visit PAR Training to view a FAR interactive course and to access pronunciation guides for various FAR subtests.
  • The Neuropsychology of Reading Disorders: A Compendium of Research-Based Interventions, by Steven G. Feifer, DEd, delves into the neural underpinnings of reading disorders and dyslexia in children and adolescents.


Video Q&A with Dr. Feifer

Why use the FAR to test for dyslexia?

What happens if I administer a test that only looks at dyslexia?

How does the FAR identify different types of reading disorders?

Why is the neurodevelopmental approach important when testing for dyslexia and other reading disorders?

How can PARiConnect help me score and interpret the FAR?

Why you need to measure with the 15 subtests in the FAR

How to monitor your student’s reading progress over time

What makes the FAR a unique test for dyslexia and other reading disorders?

Why should you use the FAR and FAW together to test for dyslexia?