# data[].attributes.attachment_link.readable_text
Accurate and updated information as of October 2021
En español | In Spanish

_____________

The federal regulations for IDEA 2004 include a section (Subpart E) called Procedural Safeguards . These safeguards are designed to protect the rights of parents and their child with a disability and, at the same time, give families and school systems several mechanisms by which to resolve their disputes.

The most notable procedural safeguards include those listed below. To learn more about any of these, click on the text in red, and you'll go to a separate page describing that procedural safeguard.

_____________________________________________

_____________________________________________

These are not the only procedural safeguards under IDEA, but they are the most relevant to the majority of parents. Therefore, in this series of pages on IDEA's procedural safeguards, we will explore only eight ...the ones mentioned above. Use the links above (the text in red) to read more about each one of these safeguards.

# data[].attributes.attachment_link.description
Accurate and updated information as of October 2021 En español | In Spanish _____________ The federal regulations for IDEA 2004 include a section (Subpart E) called Procedural Safeguards . These safeguards are designed to protect the rights of parents and their child with a disability and, at the same time, give families and school systems several mechanisms by which to resolve their disputes.

# data[].attributes.attachment_link.title
Reading Intervention Binders and Progress Monitoring

# data[].attributes.attachment_link.description
Save everything in visual folders. Invite your friends to share and collaborate. Find out what’s bubbling up for you!

# data[].attributes.headline
Multisensory Teaching Methods with Older Students - Video

# data[].attributes.subject
Multisensory Teaching Methods with Older Students - Video

# data[].attributes.attachment_link.title
Dyslexia teaching points: Using multi-sensory methods

# data[].attributes.attachment_link.title
What is dyslexia? - Kelli Sandman-Hurley

# data[].attributes.headline
Interactive Questions to Target Instruction

# data[].attributes.subject
Interactive Questions to Target Instruction

# data[].attributes.attachment_link.readable_text
A Florida State University Center

View Instructional Routine

Can the student identify base words and affixes?

Help Me Decide Have the student:
(a) identify base words and affixes,and
(b) use base words and affixes to read multi-syllabic words
Sample- Base Words and Affixes
unhappy, returnable, shipment, careful, priceless, mistrusting

Can the student read and write multi-syllabic words?

Help Me Decide Have the student:
(a) use syllable patterns to read multi-syllabic words,and
(b) use base words and affixes to read multi-syllabic words
Sample- Multi-Syllabic Words
moment, animal, together, refundable, prepayment, indirectly

Can the student read and write words with complex vowel patterns, digraphs, and consonant blends?

Help Me Decide Have the student:
(a) read sentences containing complex vowel patterns, digraphs, and consonant blends,and
(b) write dictated sentences containing complex vowel patterns, digraphs, and consonant blends
Sample- Complex Vowel Patterns
Myfriends invited me to a sleep over at their house.
I do not want toburn my hand on the hot stove.
Today in school, I learnedabout reptiles.
Sample- Digraphs
Mymother works as a teacher at my school.
In science class, I planted a seed and itgrew.
I always eat a banana with mylunch.
Sample- Consonant Blends
The rose is my favoriteflower because it is red.
I like tosprinkle candy on my ice cream.
On thefirst day of school, I was excited.

Does the student independently use common spelling patterns in writing?

Help Me Decide Have the student:
(a) look at student writing samples to confirm that words with common spelling patterns are written correctly

Does the student self-correct reading errors?

Help Me Decide Have the student:
(a) read aloud an unfamiliar text at the student's instructional level
You will:
(a) listen to confirm that the student recognizes errors, corrects errors, and rereads correctly

For more information refer to the Phonics section.

Please note this section of the Empowering Teachers website contains PDF files which require Adobe Reader to view

# data[].attributes.attachment_link.description
A Florida State University Center View Instructional Routine Can the student identify base words and affixes? Help Me Decide Have the student: (a) identify base words and affixes,and (b) use base words and affixes to read multi-syllabic words Sample- Base Words and Affixes unhappy, returnable, shipment, careful, priceless, mistrusting Can the student read and write multi-syllabic words?

# data[].attributes.headline
What Works Clearinghouse: Evidence Based Instruction

# data[].attributes.subject
What Works Clearinghouse: Evidence Based Instruction

# data[].attributes.body
Use this website to find out the effectiveness of evidence based instructional methods and curriculum.

# data[].attributes.attachment_link.title
Comprehension Masking in Hyperlexia: What You Should Know

# data[].attributes.attachment_link.description
A look at comprehension masking in hyperlexia and how hyperlexic learners often mask their difficulties with comprehension

# data[].attributes.attachment_link.readable_text
As part of our barrier-busting mission, CAST offers a number of robust (and often free) learning tools. These tools-many designed and tested as part of CAST's research projects-help educators, developers, families, and other individuals experience the power of flexible learning environments.

# data[].attributes.attachment_link.description
As part of our barrier-busting mission, CAST offers a number of robust (and often free) learning tools. These tools-many designed and tested as part of CAST's research projects-help educators, developers, families, and other individuals experience the power of flexible learning environments.

# data[].attributes.attachment_link.title
Comprehension in children with hyperlexia

# data[].attributes.attachment_link.description
The purpose of this study was to investigate the reading comprehension problems associated with hyperlexia in young children. Two 8-year-old children with hyperlexia and two children with mild intellectual delays (MID), matched in terms of age, grade, and IQ, were evaluated using

# data[].attributes.headline
Guiding Tools for Instructional Problem Solving

# data[].attributes.subject
Guiding Tools for Instructional Problem Solving

# data[].attributes.headline
Simple View of Reading - Reader Characteristics

# data[].attributes.subject
Simple View of Reading - Reader Characteristics

# data[].attributes.attachment_link.description
Use the briefs to evaluate academic interventions available on the academic intervention tools chart across the seven dimensions of the Taxonomy of Intervention Intensity.

# data[].attributes.attachment_link.description
Student differ from each other in the ways they think and learn. Universal Design for Learning (UDL) is a framework based on three principles designed to guide curriculum and lesson development to ensure that all individuals have equal opportunities to learn and can quickly engage with the instruction.

# data[].attributes.attachment_link.description
RTINetwork.org guides educators and families in the effective implementation of Response to Intervention (RTI) as a means to improve educational outcomes for all students.

# data[].attributes.headline
Dyslexia Handbook: What Every Family Should Know

# data[].attributes.subject
Dyslexia Handbook: What Every Family Should Know

# data[].attributes.attachment_link.readable_text
For a downloadable PDF click here. Summer 2016
By Carolyn D. Cowen

IDA infographics help make complex information easy to digest, remember, and share and are made for a wide audience-those new to dyslexia and related literacy/learning issues as well as the experts. Please share our infographics as well as our Fact Sheets to raise awareness about dyslexia and to help support the policy and practice changes needed to bring effective instruction (particularly in reading) to every child with dyslexia in every classroom across the nation.
Author's Note: You may need to zoom in to read small text.
Carolyn D. Cowen, Ed.M., is the Social Media Editor/Strategist for the International Dyslexia Association's Examiner. She also serves on the Board of Trustees for the Newgrange School, Ann Robinowitz Education Center, and Laurel School and on the Board of Directors for the Research Institute for Learning and Development. Carolyn is especially interested in creative ways nonprofits and movements can "power the mission with the message." Follow her on Twitter .

More infographics!

Good News! Most Reading Difficulties Can Be Resolved or Greatly Diminished (April 2016)

How Widespread Is Dyslexia? (February 2016)
Copyright © 2016 International Dyslexia Association (IDA). We encourage sharing of Examiner articles. If portions are cited, please make appropriate reference. Articles may not be reprinted for the purpose of resale. Permission to republish this article is available from info@interdys.org.

# data[].attributes.attachment_link.title
What Is Structured Literacy? - International Dyslexia Association

# data[].attributes.headline
Multisensory Structured Language Fact Sheet

# data[].attributes.subject
Multisensory Structured Language Fact Sheet

# data[].attributes.headline
Differentiated Reading Instruction for All Students

# data[].attributes.subject
Differentiated Reading Instruction for All Students

# data[].attributes.headline
Screening for Reading Difficulties, Grades 1-3

# data[].attributes.subject
Screening for Reading Difficulties, Grades 1-3

# data[].attributes.attachment_link.readable_text
Learning to read is arguably the most important work of students in the early elementary grades. Learning to read lays the foundation for future learning and understanding across all areas of the curriculum. Without this foundation, students will struggle to achieve academically in not only reading and writing, but also in areas such as math, science, and social studies. Decades of reading research have provided a good blueprint for understanding how children learn how to read. As reported by the National Reading Panel (National Institute of Child Health and Human Development, 2000), although the path may differ slightly based on individual experiences, children generally require the following to learn to read well:

1. Strong receptive and expressive language

2. Well-developed phonological and print awareness

3. Knowledge of letter-sound relationships (decoding)

4. An ability to comprehend what they read

5. The ability to read naturally and effortlessly (fluency).

Instructional research on reading has indicated that children develop these abilities best when provided with systematic and explicit instruction, when exposed to rich language and literary environments, and when exposed to appropriate developmental opportunities and environments at the earliest ages.

Many students, however, fail to develop the prerequisite skills and knowledge that enable them to become good readers (Spear-Swerling & Sternberg, 1994). Even with a strong instructional program, some students will require additional support to become good readers. A large body of evidence supports early intervention for struggling readers (Snow, Burns, & Griffin, 1998). Struggling readers who do not receive early intervention tend to fall further behind their peers, in some cases to the point that their reading difficulties become intractable (Stanovich, 1986). Given the importance of early intervention, as well as the importance of reading across the curriculum and grade levels, students who require intervention need to be identified as soon as possible. Universal screening within a Response-to-Intervention (RTI) framework is an important tool in the process of identifying students who require early reading intervention.

What Screening Processes Have Been Used to Identify Student at Risk for Reading Problems?

Screening measures, by definition, are typically very brief assessments of a particular skill or ability that is highly predictive of a later outcome. Screening measures are designed to quickly sort students into one of two groups: 1) those who require intervention and 2) those who do not. To sort students into these two categories, a screening measure does not need to be very comprehensive, it merely needs to focus on a specific skill that is highly correlated with a broader measure of reading achievement and that results in a highly accurate sorting of students.

As practiced in many schools, screening is a high-stakes assessment (Davis, Lindo, & Compton, 2007). Important decisions such as the allocation of precious intervention resources and the designation of a percentage of students as being at risk are made based on the results of a screening process (Davis et al., 2007). Therefore, many researchers recommend that for an RTI model to be effective, screening processes need to identify all, or nearly all, of the students who are at risk for poor learning outcomes (true positives) while managing the number of students who are falsely identified (false positives). In other words, sensitivity and specificity levels of 90% and higher are desirable, but with the exception of a very small number of research studies limited to predicting reading outcomes for 1st graders (Compton, Fuchs, Fuchs, & Bryant, 2006; O'Connor & Jenkins, 1999) these ideals have yet to be reached.

Researchers have proposed a variety of methods for identifying students at risk for reading problems. Within the context of an RTI framework, the most commonly described screening processes include a) direct route models, b) progress-monitoring models (Compton et al., 2006; Fuchs & Fuchs, 2006), and c) risk index models (Catts, Fey, Zhang, & Tomblin, 2001; Johnson, Jenkins, Petscher, & Catts, 2009; Schatschneider, 2008). Each of these methods is briefly described below.

Direct Route Models - In the direct route model (Jenkins, 2003), students identified by the screening as at risk are immediately placed into intervention. Typically, the screening measure assesses a single skill (e.g. letter identification) that is highly predictive of later reading performance. Direct route models require high degrees of accuracy from a screening measure, because no further confirmation of assessment results is conducted to correct screening errors (more information on direct route models can be found in "Universal Screening for Reading Problems: Why and How Should We Do This?" by Jenkins & Johnson, 2008).

Progress-Monitoring Models - In the progress-monitoring model, students initially identified as at risk are monitored for a number of weeks to see if they "self-correct." In other words, because many schools conduct screening processes in the beginning of the school year, screening may overidentify students whose reading performance may have decreased during the summer months. Students who may have initially performed poorly on the screening measure may respond positively to the first few weeks of reading instruction and no longer be considered at risk. Progress-monitoring models have resulted in high levels of accuracy in studies examining their use with 1st graders (Compton et al., 2006).

Risk Index Models - In the risk index model, a probability for risk is computed based on a number of variables collected on a student, including not only assessment results but also other related factors such as parent's education level and English language learner (ELL) status. The probability is reported as a percentage of students with similar profiles who later performed poorly on an outcome measure. For example, a student with a risk index of 85% would be considered very at risk for poor reading outcomes, whereas a student with a risk index of 10% would not be considered to be at risk. Risk index models can improve on the accuracy levels of screening processes that rely on a single measure and, unlike single measures, can consider the impact of numerous variables. Catts et al. (2001) and Johnson et al. (2009) found that computing a risk index resulted in greater classification accuracy of a screening process compared with the classification accuracy of single screening measures.

The processes listed above have all been described for use within an RTI framework. An additional approach commonly used to identify students at risk for reading problems is diagnostic assessment of reading ability, in which students are assessed on a wide variety of component skills and processes related to reading. Because the direct route model to screening has been extensively employed in RTI implementation, the use of diagnostic assessments within the context of RTI has not been discussed in great detail, but should be considered as an important part of the RTI process. Diagnostic assessments differ from screening measures. Screening measures are designed to be brief and efficient tools for quickly identifying who might be at risk. Diagnostic assessments are then used to confirm the initial screening results, and to inform intervention by determining a student's particular difficulties.

The use of screening followed by more in-depth diagnostic assessment is similar to the process used when screening for vision problems. A brief screening quickly identifies who may have difficulty seeing without corrective lenses, but those lenses are not prescribed until an in-depth assessment a) confirms that the person does require corrective lenses and b) determines the particular nature of the individual's problem. In some cases, it is determined that no corrective lenses are needed (e.g., correcting false positives). This is an important point that we will revisit later in this article.

What Screening Measures Work Well in Identifying Students in Grades 1 Through 3 Who Are At Risk for Reading Problems?

Regardless of the process chosen to conduct screening, all include the use of measures that are highly predictive of later reading ability. In a recent review of reading screening tools, Jenkins, Hudson, and Johnson (2007) found that screening processes for the various early grade levels tended to focus on the components of reading outlined below.

Grade 1: Word Identification Fluency (WIF), Phonological Awareness, and Letter Knowledge - Of these, WIF has been demonstrated to be one of the strongest predictors of reading ability (Compton, Fuchs, Fuchs & Bryant, 2006; Fuchs, Fuchs, & Compton, 2004).

Grades 2 and 3: Oral Reading Fluency (ORF) and Word Identification Fluency - Not many studies have examined screening measures of 2nd and 3rd grade reading ability, beyond the use of ORF measures. At 2nd grade, WIF remains a strong predictor (Foorman, Francis, Fletcher, Schatschneider, & Mehta, 1998).

The Jenkins et al. (2007) review also reported, however, that with the exception of WIF in 1st grade, current measures and approaches to screening, especially those used in Grades 2 and 3, tend not to result in high levels of classification accuracy. This is especially the case in studies in which ORF measures served as the sole criterion for classification decisions.

The Jenkins et al. (2007) review has important implications for practice, especially in schools in which the direct route model of screening is in place. If schools overidentify in assessing intervention needs, their intervention resources may be overtaxed and, subsequently, less effective for those students who truly need them. There are other repercussions of the reliance on single skill screening measures. Sufficient evidence exists to show that teachers will teach to the test, especially when those tests are used to make high-stakes decisions (Pearson, 2006).

Teachers and schools may mistakenly conclude that intense instruction on the skill measured by the screening tool (e.g., ORF) will result in improved overall reading ability. While that may be the case for students with deficits in the specific skill, studies have demonstrated that while performance on the single skill can be improved, this doesn't necessarily translate into gains in overall reading ability (Pressley, Hilden, & Shankland, 2005; Samuels, 2007).

These findings have led some to call for more comprehensive screening batteries that include other constructs that are related to reading, such as language and vocabulary. The research on effective screening procedures and measures is growing. In the meantime, how can schools proceed with screening processes that both accurately identify who is at risk and provide helpful insight regarding appropriate intervention?

Toward an Improved Process of Screening and Intervention Planning

Reading is a complex construct that requires the synthesis of many skills, abilities, experiences and many types of knowledge. For example, although learning to read typically begins with a focus on decoding, students who do not also develop large vocabularies and the ability to comprehend what they have read will not become good readers. Additionally, several studies have identified that poor readers demonstrate different profiles of abilities (Pierce, Katzir, Wolf, & Noam, 2007; Valencia & Riddle Buly, 2004; Wise et al., 2007). For example, in a study that examined at-risk readers in Grades 2 and 3, different profiles of reading skills were found (Pierce et al., 2007). Some students had average word reading skills but deficits in vocabulary, whereas some students had low sight word efficiency but average passage reading. This suggests the importance of using a variety of measures to determine who is at risk for poor reading outcomes (Jenkins & O'Connor, 2002; Pierce et al., 2007). Additionally, students respond to the instructional program at different rates, and students who have been progressing well may experience difficulties when more challenging material is presented (Compton, Fuchs, Fuchs, Elleman & Gilbert, 2008). This implies that screening needs to occur more than once during the school year.

Research examining the use of probability indices and other approaches to improving screening are underway, especially for the early elementary grades. Until those processes are developed and ready for implementation, however, schools should consider the following approaches:

Grade 1 - WIF has been found to be one of the strongest predictors of reading outcomes for 1st grade students. Therefore, we suggest at a minimum that a universal screen for 1st graders include measures of WIF. To enhance the accuracy of the screening results, students initially identified by the screen should have their progress monitored for several weeks (the research-based recommendation is 5 weeks) following the initial screen (Fuchs & Fuchs, 2006). Once a pool of students is identified as at risk, continued progress monitoring in WIF can improve the accuracy of the initial screening results.

Grade 2 - In the beginning of the year, assessments of ORF and WIF should be used as screening tools. As with Grade 1, a system for progress monitoring should be in place to help "catch" students who respond adequately to instruction and do not require more intense intervention.

Grade 3 - ORF measures are one of the only screening tools currently described in the literature for this grade level. However, as with Grade 2, classification accuracy is not adequate to warrant its use as a sole criterion for intervention decisions. Additionally, schools will need to examine decision rules for a variety of subpopulations, as research has indicated that higher levels of accuracy can be reached when cut-scores are adjusted for various populations, such as ELLs.

For All Grades - Screening is Step 1ne of the process and does not provide a comprehensive assessment of a student's specific problems. Similarly, focusing on improving the skill targeted by a screening tool (e.g., WIF measures or reading rate) is not by itself an effective intervention. Once the pool of at-risk students is identified, more comprehensive assessments of their reading ability should be conducted to inform appropriate intervention placements. A student whose performance on a screening instrument is extremely low may require a different type and/or intensity of intervention than a student whose screening score is close to the cut-score.

Existing Resources for Further Information

To assist schools in moving forward with this type of process, we have constructed two tables to provide details on select assessments-both screening measures and more comprehensive, diagnostic assessments of reading. These tables are meant as a starting point to identify potential screening measures. Additionally, many of the screening instruments reviewed in "Screening for Reading Problems in Preschool and Kindergarten: An Overview of Select Measures" are also appropriate for use with students in Grades 1-3. A comprehensive database of reading assessments has also been developed by SEDL and is available free of charge. Finally, the National Center on Response to Intervention's Technical Assistance Center provides a more comprehensive technical review of reading screening tools for use in the elementary grades.

Wo odcock-Johnson Diagnostic Reading Battery

Word Identification Fluency

5-10 minutes per test

Reliability Coefficients exceed .90; Norms established with a population > 8800

Oral Reading Fluency

The measure takes 3 minutes of administration time and 1-10 minutes of scoring time

Test-retest coefficient range from .92 - .94; Alternate forms reliability from .89 to .94

Stanford Diagnostic Reading Test-4 th ed. (SDRT4)

Sounds (phonemic awareness); letters (phonics); words (vocabularly); pictures (fluency); stories (comprehension)

85-105 minutes/group administration

Reliability coefficients: .79-.94 for four major components and .95-.98 for total scores; alternate form: .62-.82 for components and .86-.88 for total scores

Validity data not reported but adequate evidence presented that subtests measure what they purport to measure

Diagnostic Assessment of Reading (DAR)

Print awareness, rhyming; segementing words; identifying initial/final consonant sounds; blending; naming and matching letters; matching words

20-30 minutes

Not reported

Group Reading Assessment and Diagnostic Evaluation (Grade)

Prereading, reading readiness, phonological awareness; vocabulary, reading comprehension; listening comprehension

45-90 minutes

Internal consistency: .89-.99; Alternative form: .81-.94; Test/retest: .77-.98

Early Reading Diagnostic Assessment-2 nd ed. (ERDA-2)

Letter recognition; concepts of print; story retell/listening comprehension; rhyming; phonemes; syllables, receptive language; expressive vocabulary; word reading, pseudoword decoding; rimes, comprehension, passage fluency; rapid automatic naming; synonyms; word meanings

60-110 minutes (15-20 minutes for each subtest)

Split-half reliability: .63-.95; Test-retest: .64-.98; Interrater: .88-.96

Validity data not reported but adequate evidence presented taht subtests measure what they purport to measure

STAR Early Literacy

General readiness; graphophonemic knowledge; phonemic awareness; phonics; comprehension; structural analysis; vocabularly

15 minutes per student; 30 minutes for entire classroom

Test-retest: .87; average reliability coefficient across grades: .92

Overall average concurrent validity (with STAR Reading) for 1 st grade: .68, for 2 nd grade: .52, for 3 rd grade: .57

Predictive validity: for 1 st grade: .62, for 2 nd grade: .67, for 3 rd grade: .77

Note. CAT=California Achievement Test; GMRT=Gates-MacGinitie Reading Tests; PIAT-R=Peadbody Achievement Test-Revised

Conclusion

Screening within an RTI framework is a high-stakes decision. Sufficient evidence demonstrates that direct route approaches to screening do not result in high levels of classification accuracy. Progress monitoring and further assessment of students initially identified as at risk on screening measures helps improve identification and, subsequently, intervention planning. Numerous screening and diagnostic measures of reading are available, and screening processes will continue to be refined to reach the high levels of accuracy needed to implement an effective RTI process.

References

Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children. Language, Speech, and Hearing Services in Schools, 32, 38-50.

Compton, D. L., Fuchs, D., Fuchs, L. S., & Bryant, J. D. (2006). Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. Journal of Educational Psychology, 98, 394-409.

Compton, D. L., Fuchs, D., Fuchs, L. S., Elleman, A. M., & Gilbert, J. K. (2008). Tracking children who fly below the radar: Latent transition modeling of students with late- emerging reading disability. Learning and Individual Differences, 18, 329-337.

Davis, G. N., Lindo, E. J., & Compton, D. (2007). Children at-risk for reading failure: Constructing an early screening measure. Teaching Exceptional Children, 39(5), 32-39.

Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Jour nal of Educational Psychology, 90, 37-55.

Fuchs, L. S., & Fuchs, D. (2006). Implementing responsiveness-to-intervention to identify learning disabilities. Perspectives on Dyslexia, 32(1), 39-43.

Fuchs, L. S, Fuchs, D., & Compton, D. L. (2004). Monitoring early reading development in first grade: Word identification fluency versus nonsense word fluency. Exceptional Children, 71, 7-21.

Jenkins, J. R. (2003, December). Candidate measures for screening at-risk students. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO. Retrieved April 3, 2006.

Jenkins, J. R., Hudson, R. F., & Johnson, E. S. (2007). Screening for service delivery in an RTI framework: Candidate measures. School Psychology Review, 36, 582-599.

Jenkins, J. R., & Johnson, E. S. (2008). Universal screening for reading problems: Why and how should we do this? Retrieved April 16, 2008.

Jenkins, J. R., & O'Connor, R. E. (2002). Early identification and intervention for young children with reading/learning disabilities. In R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 99-149). Mahwah, NJ: Erlbaum.

Johnson, E. S., Jenkins, J. R., Petscher, Y., & Catts, H. W. (2009). How can we improve the accuracy of screening instruments? Learning Disabilities Research & Practice.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Reports of the subgroups. Washington, DC: U.S. Government Printing Office.

O'Connor, R. E., & Jenkins, J. R. (1999). Prediction of reading disabilities in kindergarten and first grade. Scientific Studies of Reading, 3(2), 159-197.

Pearson, P. D. (2006). Foreword. In K. S. Goodman (Ed), The truth about DIBELS: What it is, what it does. Portsmouth, NH: Heinemann.

Pierce, M. E., Katzir, T., Wolf, M. & Noam, G. G. (2007). Clusters of second and third grade dysfluent urban readers. Reading and Writing: An Interdisciplinary Journal, 20, 885-907.

Pressley, M., Hilden, K., & Shankland, R. (2005). An evaluation of end-grade-3 Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Speed reading without comprehension, predicting little (Technical Report). East Lansing, MI: Literacy Achievement Research Center.

Samuels, S. J. (2007). The DIBELS tests: Is speed of barking at print what we mean by reading fluency? Reading Research Quarterly, 42, 563-566.

Schatschneider, C. (November, 2008). Classification in context. Paper presented at the International Dyslexia Association, Seattle, WA.

Snow, C. , Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Spear-Swerling, L., & Sternberg, R. J. (1994). The road not taken: An integrative theoretical model of reading disability. Journal of Learning Disabilities, 27, 91-103.

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.

Valencia, S. W., & Riddle Buly, M. R. (2004). What struggling readers really need. The Reading Teacher, 57, 520-533.

Wise, J. C., Sevcik, R. A., Morris, R. D., Lovett, M. W., & Wolf, M. (2007). The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities. Journal of Speech, Language and Hearing Research, 50, 1093-1109.

Back To Top

# data[].attributes.attachment_link.title
Screening for Reading Problems in Grades 1 Through 3

# data[].attributes.attachment_link.description
Learning to read is arguably the most important work of students in the early elementary grades. Learning to read lays the foundation for future learning and understanding across all areas of the curriculum. Without this foundation, students will struggle to achieve academically in not only reading and writing, but also in areas such as math, science, and social studies.

# data[].attributes.attachment_link.readable_text
How to know if your early reader is hyperlexic, including a definition for what hyperlexia is and what the signs of hyperlexia are.

When J first started reading just before he turned two, I was shocked. He couldn't honestly be reading, could he?

So I started spelling random words before him and he would read them back to me time and time again.

I remember thinking, wow, this kid is really something special.

And he is, but as he grew older and other issues started appearing, I started seeing a gap between his amazing ability to read and his speech.

I searched and searched, to no avail. I simply could not figure out what was going on.

Did he have sensory processing disorder?

Did he have autism?

Was he just gifted and really sensitive?

Years later I would learn that J has hyperlexia and it was exactly what I was looking for in my original searches.

So what is hyperlexia and its signs? And how is it different from early reading?

Hyperlexia or Early Reader?

Hyperlexia is a precocious self-taught ability to read at an early age, usually before the age of five, accompanied by intense fascinations with letters and numbers, as well as significant difficulties in oral language. So a child with hyperlexia usually has speech problems and difficulties with comprehension.

Signs of Hyperlexia

Here are some of the signs of hyperlexia, above and beyond the self-taught ability to read at an early age:

1. Intense fascinations with letters, numbers, maps, and logos

For instance, Kara shared in our hyperlexia support group that her son "began carrying a letter W magnet around with him everywhere around 18 months. It was his security item!" We had similar experiences as J would play and carry around letters everywhere he went. His security item was an English/Spanish ABC flashcards book that he carried everywhere (until it was beyond recognizable)!

2. Significant difficulties with verbal language

Kids with hyperlexia struggle with verbal language, both understanding it and speaking it themselves. Hyperlexic children struggle understanding "WH" questions and often appear to be selective listeners. They rarely initiate conversations, which was a huge telltale sign for us, and their speech is often echolalic in nature. They also struggle understanding abstract language and are literal thinkers. You can read more about the conversation skills of kids with hyperlexia here.

3. Develop normally, but regress around 18-24 months

Unfortunately for me, my memory is fuzzy around this time period because I was so pregnant with K at the time, but I do know that J's fascination with letters became evident around 19 months. I don't recall him really regressing, but after speaking with other families, they did notice a period of regression with their children during this time. For instance, Chelsey shared in our hyperlexia support group that her son "regressed at 18 months and lost all of his words, except for numbers, by 2 years of age."

Hyperlexic kids are awkward socially, which isn't surprising since most of these kids also receive an autism diagnosis alongside the hyperlexia label. J has always bonded better with adults instead of other kids and after discussions with other families, they have noticed a similar pattern with their kids. Their difficulties with verbal language likely contributes to the social skills difficulties, which I have definitely noticed with my son when he interacts with his classmates.

What to Do if You Suspect Your Child May Have Hyperlexia

If you think your child may have hyperlexia, then start by reading everything you can about hyperlexia and ask for a referral to a speech pathologist and/or psychologist. Here are some other helpful resources that you may be interested in:

This post is part of a monthly series called Parenting Children with Special Needs. This month's topic is recognizing signs and you can find the other posts regarding this topic below.

Married to her high school sweetheart, Dyan is a Canadian stay-at-home mom to two boys, J and K. When she's not writing about hyperlexia and autism, you can find her teaching piano, kicking her kids' butts at Mario Kart, adding another new board game to her huge collection, whipping something up in one of her Instant Pots, binge reading yet another book, or ranting away in her Instagram stories.

# data[].attributes.attachment_link.title
Signs That Your Early Reader May Have Hyperlexia

# data[].attributes.attachment_link.description
How to know if your early reader is hyperlexic, including a definition for what hyperlexia is and what the signs of hyperlexia are. When J first started reading just before he turned two, I was shocked. He couldn't honestly be reading, could he?

# data[].attributes.attachment_link.description
AccessDenied

# data[].attributes.attachment_link.title
Assistive Technology Consideration to Assessment

# data[].attributes.attachment_link.description
© 2018 WATI The Wisconsin Assistive Technology Initiative was funded by the Wisconsin DPI from 1994 to 2009. This website and the materials contained on it are now supported by a group of volunteers in order to carry on the valuable work that was established by WATI.

# data[].attributes.headline
TechMatrix: Find Assistive Tech that's Right for Your Ss

# data[].attributes.subject
TechMatrix: Find Assistive Tech that's Right for Your Ss

# data[].attributes.body
Simplify Difficult Text while Teaching Academic Vocab

# data[].attributes.attachment_link.title
Rewordify.com | Understand what you read

# data[].attributes.attachment_link.description
Rewordify.com helps you read more, understand better, learn new words, and teach more effectively.

# data[].attributes.attachment_link.provider_name
UDL and Technology -Putting It Together for student success- Removing Barriers

# data[].attributes.attachment_link.title
UDL and Technology -Putting It Together for student success- Removing Barriers

# data[].attributes.attachment_link.readable_text
We believe in the power of technology to help all students achieve high academic standards! As a part of the Florida's MTSS Projects, the online resource library is designed to help districts and schools implement a universal, differentiated core curriculum based on the Florida B.E.S.T. Standards. The assistive technologies available in this library can be used to identify which technologies will best support students with disabilities to participate and progress in this core curriculum. The Universal Design for Learning technologies can be used to identify effective, instructional pedagogies that support highly effective learning environments. Accounts are only available to individuals approved by the district ESE Directors and staff members of BEESS Discretionary Projects.

· The loan periods are 4-week or 6-week loans.
Updated Return Guidance
· If you are unsure of what return label to use, please contact us and we will email you a return label.

· Directions on how you can find current orders on loan:

1. Log into your account at https://www.at-udl.net

http://bit.ly/LOAN_LIBRARY_Video2 (move the timeline ahead to 6:50)

We would like to thank you in advance for your cooperation. With all of us working as a team, we can ensure that students' needs are supported.

Should you have any questions, please contact us at [email protected]

Funding for this service is provided by the Bureau of Exceptional Education and Student Services , Florida Dept of Education. The inclusion of technologies in this library should not be considered as an endorsement of any particular item or device. The instructional appropriateness of any of these technologies must be determined at the local level.

# data[].attributes.attachment_link.title
Resources to Teach Reading Comprehension & WH Questions

# data[].attributes.attachment_link.description
Reading comprehension & WH questions resources: strategies, tips, printables, activities, worksheets, & information on hyperlexia & comprehension

# data[].attributes.headline
What is the Simple View of Reading? Video

# data[].attributes.subject
What is the Simple View of Reading? Video

# data[].attributes.attachment_link.title
What is the “Simple View of Reading?” What it Means for Meaning-Making

# data[].attributes.headline
Using Multisensory Activities to Help Young Children Learn

# data[].attributes.subject
Using Multisensory Activities to Help Young Children Learn

# data[].attributes.attachment_link.readable_text
What You Need to Know

"Multisensory" is a big word that means "many senses." Multisensory learning involves 2 or more senses within the same activity. It taps into a child's natural learning style, helps him focus better, and remember what he has learned. Our own work at Nemours Reading BrightStart! has shown the power and fun of multisensory activities to help all children build reading readiness skills. Use the tips we list below to help your child have fun while learning important skills.

The Basics of Multisensory Approaches

Even before birth babies start processing sensory information. Young children naturally learn about their world by observing, listening, and exploring with their mouths, hands, and movement. Think about a toddler who is always on the go, touching everything, watching, and asking millions of questions. She is showing us how she likes to learn, and multisensory activities fit right in with her natural way of processing information.

See It! Hear It! Do It! Touch It!

At Nemours Reading BrightStart!, we use See it, Hear it, Do it, Touch it as a reminder to make our teaching activities multisensory.

Visual

Listening and speaking

Movement

Using hands

How to Make Letter Learning Multisensory

Learning alphabet letters can be hard for some children. In English, there are 26 letters, and children have to learn the uppercase (capital) and lowercase (small) versions for each letter. Not only do kids need to know the names of each letter, but they need to learn their sounds. Lots of letter names and sounds are similar, so it's easy to get them confused.

That's where multisensory strategies can help save the day! Over and over, we find that children who struggle to learn letters suddenly make progress when we make it multisensory. Here's how:

Show the letter (See It!)

Say its name and sound (Hear It!)

Ask your child to say its name and sound with you (Hear It!)

Show a picture that starts with the letter you are focusing on (apple for Aa) (See It!)

Make the letter from materials with a texture, such as yarn or clay (Touch It!)

Draw the letter in the air (Do It!)

Trace it in a small sand box (Touch It!)

This may sound like a lot to do, but you can start with one or two things at a time, and add others as you get used to it. Use your creativity to think of ways to make it fun for you and your child!

Teaching the Letter J the Multisensory Way (video)

# data[].attributes.attachment_link.title
Using Multisensory Activities to Help Young Children Learn - Nemours Reading BrightStart!

# data[].attributes.attachment_link.description
What You Need to Know "Multisensory" is a big word that means "many senses." Multisensory learning involves 2 or more senses within the same activity. It taps into a child's natural learning style, helps him focus better, and remember what he has learned. Our own work at Nemours Reading BrightStart!

# data[].attributes.attachment_link.title
Author Louisa Moats talks about Importance of Sound Structure

# data[].attributes.attachment_link.title
Author Louisa Moats Talks About Phonic Instruction

# data[].attributes.attachment_link.readable_text
The Blending Board App is a powerful educational tool for teachers and parents working with dyslexic learners or anyone else still learning the foundations of blending sounds (phonics) and the multisyllabic rules of English. In this App users will find an easy-to-use resource that allows them to create a deck of phonemes that can be substituted and manipulated to create various kinds of blending activities. The decks enable users to practice decoding simple words, and multisyllabic words, too.

Blending Board also offers a unique opportunity for creative flexibility by granting users design options when creating personalized decks that are visually appealing. The end product is a professional-looking, personalized deck of educational materials that users can integrate into instruction with one or many, and which can be used time and again.

An easy-to-use QR code system allows the personalized decks to be shared with anyone who has the app, so that the teacher's time can be focused on teaching, not navigating complicated technology.

* NEW: Shuffle Customization - when shuffling a deck you can now choose which columns are shuffled and which are alphabetical, for greater control over your lessons and practices
* Spring and Summer seasonal backgrounds added, will automatically rotate throughout the year
* Added "ei" to intermediate and advanced vowel team sets

Edit Current Decks

This app is almost perfect for my OG instruction, but I wish I could edit my current decks to add newly learned concepts. The developed sounds already provided are fantastic. As some reviewed, there are certain consonants and digraphs that should only be in the first or third column, but unchecking unwanted cards is great. I really appreciate that any card can be created. I have toyed with the idea of creating rote/red word cards because of this feature. Excellent app for managing multiple card decks!

Needs one more key feature

This is so great, but I still can't use it with my students because of one key feature that's missing. Maybe I'm missing it, but I dont see the ability to multi-select several groupings within each column. For example, in column 1, I want all consonants AND blends. Right now, it's either/or option only. I can't use the + 'blank' option b/c it is limited to only one add'l custom tile. An alternative is to have an option in each column, that includes ALL possibilities, where you can just de-select what the student hasn't learned yet. If you add either of these options so the decks are a true reflection of paper OG cards, I would use it in professional tutoring. Right now, I would need to build multiple deck variations for one child. Keep up the great work!

Latest Version

I've recently found this useful app and am exploring its features. After watching the video (on the website, not through the app), my practice with features has led me to mostly happy results. The functionality in regard to ease and flexibility of creating personalized decks with beginning, middle, and ending sounds is great! I am not finding success with changing the theme color or background (pumpkins, eggs, etc.). When I click the paintbrush, the color options and screen settings appear, but I can only get the screen settings g (dark, light, auto) to change. I deleted and re-installed the app, but that didn't change anything for me. Thank you in advance for your support.

The developer, Chain Reaction Games LLC, indicated that the app's privacy practices may include handling of data as described below. For more information, see the developer's privacy policy.

Data Not Collected

The developer does not collect any data from this app.

Privacy practices may vary, for example, based on the features you use or your age. Learn More

# data[].attributes.attachment_link.description
‎The Blending Board App is a powerful educational tool for teachers and parents working with dyslexic learners or anyone else still learning the foundations of blending sounds (phonics) and the multisyllabic rules of English. In this App users will find an easy-to-use resource that allows them to cr...

# data[].attributes.attachment_link.readable_text
Touch a button and hear the correct pronunciation!

*Check that your sound is turned on!*

This interactive program features clear enunciation of the sounds of the letters and letter combinations (also known as phonograms). Contains all 72 of the basic phonograms as taught in the All About Reading and All About Spelling language arts curriculum.

All About Reading is a multisensory, mastery-based program that starts with essential pre-reading skills and continues on to teach all five key components of reading.

All About Spelling teaches encoding skills, spelling rules, and multisensory strategies to help your student become a proficient speller for life.

Our lightly scripted "open and go" lesson plans and mastery-based approach leave no gaps and make this curriculum a favorite of homeschool families everywhere. Suitable for all ages and learning styles!

Version 1.8.1

Added support for landscape mode on iPadOS.
Optimized layout for more screen sizes.
Improved audio.
Numerous other small improvements.

Sort of useless above K

We love this program and I have used it to teach both of my kids good reasoning skills. However, this aap does not reflect the program. The program is awesome and comprehensive. This aap is good for those learning from a non-native speaking place or those who don't get to work a lot one-on-one with their kids in making the sounds. The multiple sounds repeated often are quite confusing for a little one. Just as a thought, maybe you could check a level? And as you move from level 1 to 2, or say 3 to 4, the new learned sounds are then all audible.

Additionally, I searched in multiple ways for the movable tile aap, and it seems to be gone. I completely agree that without the tiles being movable, there isn't much of a point to the aap.

Trying to be empathetic, I imagine part of the challenge could be because multiple sounds are for each letter. What an opportunity for the student to show how they know how to choose the sound! Again, if the sounds were available by level, when they pick a tile for a sound, and then put it into the word, they could be prompted to choose which sound it is! This is a help for both spelling and reading!

I gave this 4 stars instead of 1 because the program is great, and the developer has been so, so responsive to comments. But the aap on its own without those factors is a one star to me. I know in the future you'll make it a 4 or 5 like your program!!

Hi Kimes homeschooling! So glad you have enjoyed our program!

For an app that just has the first sound for each letter, check out our Letter Sounds A to Z app instead: https://www.allaboutlearningpress.com/letter-sounds-app/ This one is used for the Pre-reading program but can also be helpful in Level 1 before your child starts learning the multiple sounds.

The apps are supplemental to the program and are just a way for students to review sounds-they are definitely not meant to replace the reading or spelling programs in any way!

We do have the Letter Tiles app as well-here's a link for you: https://www.allaboutlearningpress.com/letter-tiles-app/

This one is only available for tablets, so if you were trying to find it in the store on your phone, that's why it didn't show up. The Letter Tiles app can be used in place of the physical letter tiles, or in addition to them for days you want to take spelling or reading on the go.

Thanks for your interest and for taking the time to review our app!

Awesome supplement for All About Spelling!!!

This app is meant to be a supplement to help a teacher/parent learn the phonetic sounds in order to teach them properly to their students/children. While it would be possible for the child to use it as a review of sounds, it isn't intended as a game or as a stand alone spelling instruction. (I try to move my children away from screen time as much as possible, so that they will know how to learn through mediums, not just entertainment.) It complements All About Spelling, which is a wonderful, student and teacher friendly course that teaches spelling based on phonograms and rules vs. memorizing long lists of unrelated words. As a homeschool mom, I found it much simpler to implement than other curricula with similar approaches. As for it not containing a few of the phonograms, I feel that the approach and instruction (of the AAS program, not app) is so thorough and clear, that adding in the missing phonograms would be of no consequence. Highly Recommended!

Great! ....but

This app is wonderful for use during the All About Reading and Spelling programs. I'm so glad I can use it to be sure that I'm saying things correctly. However, it would be so great if there could be a small interactive game app that the kids could use to assist them in learning these phonograms correctly!

Thanks for your suggestion!

The developer, All About Learning Press, Inc., indicated that the app's privacy practices may include handling of data as described below. For more information, see the developer's privacy policy.

Data Not Collected

The developer does not collect any data from this app.

Privacy practices may vary, for example, based on the features you use or your age. Learn More

Information

Seller

All About Learning Press, Inc.

Compatibility

iPhone

Requires iOS 10.0 or later.

iPad

Requires iPadOS 10.0 or later.

iPod touch

Requires iOS 10.0 or later.

Family Sharing

With Family Sharing set up, up to six family members can use this app.

# data[].attributes.attachment_link.description
‎Touch a button and hear the correct pronunciation! *Check that your sound is turned on!* This interactive program features clear enunciation of the sounds of the letters and letter combinations (also known as phonograms). Contains all 72 of the basic phonograms as taught in the All About Reading a...

# data[].attributes.attachment_link.description
‎FontFlex for Safari – Elevate Web Accessibility and Personalization FontFlex is the ultimate Safari extension designed to enhance web accessibility and improve your browsing experience. Whether you have ADHD, dyslexia, or simply want to personalize your Safari browser, FontFlex empowers you to chan…

# data[].attributes.attachment_link.description
6 Apps. Free or Premium. Bionic Reading® for Apple iOS and macOS, Google Android, Microsoft Windows, Google Chrome and Web. We offer you the free version “Discover” and the subscriptions “Premium” and “Premium Plus”.

# data[].attributes.attachment_link.readable_text
Read all the textual content in the most enjoyable way. Remove ads and distractions from your articles. Go ahead, send texts or notes to Lexie.

THE INTERNET YOUR WAY, THE FOCUS IS ON THE TEXT

Reader Mode helps you read easily and removes all interferences. Whatever page you read; each article looks the same - just the way you want it.

It starts/opens automatically or by the right-click on the article.

SEND IT TO LEXIE AND DO MORE

You can send any text from Reader Mode to Lexie as a note. Combine your notes, edit them, and have them at hand for projects or learning.

FOR THOSE WHO SSSLIGHTY STRUGGLE WITH READING

w3Lexie may have a ssslightly unusual name, but it also has all the essential tools for any style of reading. Especially for those who have dyslexia, difficulties with reading, focus or attention, but also for those who just want to adapt the text the way they like it.

WHAT DO USERS SAY ABOUT US?

I love it! Thank you so much; what a difference this font makes!!!!

# data[].attributes.attachment_link.title
w3Lexie - Dyslexia & Accessibility Plugin for Browsers - Omoguru

# data[].attributes.attachment_link.description
Read all the textual content in the most enjoyable way. Remove ads and distractions from your articles. Go ahead, send texts or notes to Lexie. THE INTERNET YOUR WAY, THE FOCUS IS ON THE TEXT Reader Mode helps you read easily and removes all interferences.

# data[].attributes.attachment_link.description
A love of reading starts with a solid foundation A love of reading starts with a solid foundation The Heggerty Way Bridge to Reading Our...

# data[].attributes.attachment_link.description
Combining the science of reading with the joy of learning

# data[].attributes.attachment_link.title
All About Reading - Official Site | Homeschool Reading Program

# data[].attributes.attachment_link.description
All About Reading helps you teach reading in the most effective way possible. Results are guaranteed!

# data[].attributes.attachment_link.title
Reading, Writing, Spelling, Grammar Teaching Tools—Rooted in Language—Homeschool & Classroom

# data[].attributes.attachment_link.description
Science of Reading literacy curriculum, resources, and training for grades K-12, including students with dyslexia, dysgraphia & developmental language disorder.

# data[].attributes.attachment_link.readable_text
Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

# data[].attributes.attachment_link.description
The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

# data[].attributes.attachment_link.description
Free literacy assessments! Free phonemic/phonological awareness, readiness, letter identification/sound, comprehension and fluency tests

# data[].attributes.attachment_link.readable_text
This searchable database describes in detail all available early reading assessment tools that are published and distributed in the SEDL region. It is intended to provide valuable information about all of the options available to teachers and administrators who are seeking reliable reading assessment tools for children in grades Pre-K to 3.

Overview

Teachers depend on assessment tools for determining the reading abilities of students in their classrooms, and administrators depend on assessment tools for making decisions about literacy education from the school level to the regional level. Recent state and federal initiatives requiring early reading instruction and intervention are further driving the need for comprehensive and accurate information about reading assessment tools - especially those tools that are appropriate to administer to young children before the second grade.

It was with this in mind that SEDL created the Reading Assessment Database for Grades PreK-3. We collected information about 80 reading assessment tools that are appropriate for children who have not yet entered the 3rd grade, and we are presenting this information to the public in an easy-to-use, Internet-accessible format. The information provided about each of the assessment tools is unbiased - SEDL is not affiliated in any way with any of the publishers of these assessment tools. Also, we do not offer nor imply any opinions about the quality of any assessment tool - our role is to inform the public about all of the options available for assessing the reading ability of young children, and the information provided in this database is only meant to assist teachers and administrators to decide for themselves which assessment tools are most appropriate for their particular needs.

What's in the Database?

This is more than a simple database of early reading assessment tools - we've collected quite a bit of information about each of the reading tests and have presented that information in database form. On each page, you'll find the name of each reading test, plus a brief description of what skills and abilities each test measures (subtests, such as phonemic awareness or alphabet knowledge). Also, we've included information about the reliability and validity of each of the tests, as well as a description of how the scores are reported by each test (e.g. percentiles, stanines, etc.). In addition, we've reported information about each test's restrictions, such as the time it takes to administer each test, what grades or ages the test is appropriate for, whether the test can be administered individually or in groups, and whether the test can be administered in languages other than English. Of course, we've also included pragmatic information about the cost of each of the tools and information about ordering the tests from the publishers, and finally, we've included a space for miscellaneous information where we've tried to highlight features of the test that may otherwise be overlooked.
How to Use the Database
We've designed a simple search engine to allow you to search the database for parameters that are of particular interest to you (e.g. certain grades or certain subtests), or you can simply browse the whole database, learning about all of the assessment tools. For more information about how to use our search engine, go to our tips on searching the database page.
The Reading Assessment Clipboard:

If you would like to keep track of reading assessments that interest you, you can add them to your "Reading Assessment Clipboard" for later printing. You even have the option to e-mail the details about the assessments to yourself or others.

To view the clipboard, click on the large clipboard image to the right.

To add an assessment to the clipboard, search the database, then click on the tiny clipboard next to any of the assessments on the search results screen.

Tell Us What You Think
We are very interested in hearing from you - we'd like to hear your comments about this database (in general terms) and about specific assessment tools that we have described in the database (or that we have failed to describe - it is certainly possible that we have failed to include certain assessment tools that would be appropriate in this database).
Using the Information
Using this database, educators and administrators will be able to select reading assessment tools that are most appropriate for the needs of their students. They will be able to select the most affordable assessment tool, and they will instantly have information about the reliability and validity of the assessment. Further, because different reading tests assess different facets of reading at different stages of development, teachers and administrators will be able to select tests that complement each other, and which, when combined, provide a complete picture of the reading instruction needs of any student.

Thank you - we hope you find the Reading Assessment Database for Grades PreK-3 to be informative and useful.

# data[].attributes.attachment_link.title
Reading Assessment Database - SEDL Reading Resources

# data[].attributes.attachment_link.description
This searchable database describes in detail all available early reading assessment tools that are published and distributed in the SEDL region. It is intended to provide valuable information about all of the options available to teachers and administrators who are seeking reliable reading assessment tools for children in grades Pre-K to 3.

# data[].attributes.attachment_link.description
Whether you're a general or special education teacher, principal, specialist, or paraprofessional, you play a vitally important role in helping children with learning disabilities achieve their full potential. LD OnLine has gathered the following resources to assist you in your important job!

# data[].attributes.attachment_link.title
Dyslexia & Other Learning Disabilities | WETA Reading Universe

# data[].attributes.attachment_link.description
Adapt your classroom instruction strategies to support students with dyslexia and other learning disabilities. Browse free resources designed by reading…

# data[].attributes.attachment_link.readable_text
NCII provides a series of reading lessons to support special education instructors, reading interventionists, and others working with students who struggle with reading. These lessons, adapted with permission from the Florida Center for Reading Research and Meadows Center for Preventing Educational Risk, address key reading and prereading skills and incorporate research-based instructional principles that can help intensify and individualize reading instruction. The reading lessons are examples of brief instructional routines that may be used to supplement reading interventions, programs, or curricula that are currently in place. These lessons are designed to illustrate concepts and supplement, not supplant, reading instruction and interventions for struggling readers. They do not represent an exhaustive reading curriculum. It is expected that teachers would customize these lessons to meet the needs of their target students.

The NCII reading lessons are organized around the five components of reading identified by the National Reading Panel (2000): phonemic awareness, alphabetic principal or phonics, fluency, vocabulary, and comprehension. Intervention programs for struggling readers may focus on just one or a few of these components, or may include all five components.

# data[].attributes.attachment_link.title
Reading & Literacy Lessons: Instructional Strategies | NCII

# data[].attributes.attachment_link.description
A series of reading lessons to support special education instructors, reading interventionists, and others working with students who struggle with reading.

# data[].attributes.attachment_link.readable_text
NCII provides a series of reading lessons to support special education instructors, reading interventionists, and others working with students who struggle with reading. These lessons, adapted with permission from the Florida Center for Reading Research and Meadows Center for Preventing Educational Risk, address key reading and prereading skills and incorporate research-based instructional principles that can help intensify and individualize reading instruction. The reading lessons are examples of brief instructional routines that may be used to supplement reading interventions, programs, or curricula that are currently in place. These lessons are designed to illustrate concepts and supplement, not supplant, reading instruction and interventions for struggling readers. They do not represent an exhaustive reading curriculum. It is expected that teachers would customize these lessons to meet the needs of their target students.

The NCII reading lessons are organized around the five components of reading identified by the National Reading Panel (2000): phonemic awareness, alphabetic principal or phonics, fluency, vocabulary, and comprehension. Intervention programs for struggling readers may focus on just one or a few of these components, or may include all five components.

# data[].attributes.attachment_link.title
Reading & Literacy Lessons: Instructional Strategies | NCII

# data[].attributes.attachment_link.description
A series of reading lessons to support special education instructors, reading interventionists, and others working with students who struggle with reading.