Short processes to find students who need help in reading, writing, spelling, or math.
Use this free online assessment to screen your child for risk of future reading difficulties.
This toolkit helps educators and parents learn about how screening can help determine which students may be at risk for reading difficulties.
There is broad agreement that schools should implement early screening and intervention programs. State legislation generally favors the use of universal screening within schools across grades K-2.
This infographic highlights common definitions of dyslexia, and identifies core dimensions of dyslexia shared across those definitions.
Screening assessments can help capture each child’s reading and language strengths and weaknesses in key early stages of development.
There are many available screeners for reading and other education or social-emotional outcomes. This brief outlines important things to consider when choosing and using a screener.
Curriculum-based measurement (CBM) tools are brief assessments that have several uses in school settings.
This infographic compares different approaches to screening fourth and fifth grade students to determine which most accurately identified risk of reading difficulties.
Screening for dyslexia risk should be part of a decision-making framework that answers four fundamental questions.
Usted y la escuela pueden analizar las herramientas de evaluación clave, las rúbricas, los criterios de calificación o las estrategias, para determinar juntos si su hijo tiene éxito en el aprendizaje del contenido de alfabetización, en ciertas habilidades o en la finalización de una tarea.
You and the school can discuss key assessment tools, rubrics, grading criteria, or strategies to determine together if your child is successful in learning literacy content, skills, or completing an assignment.
This infographic explores The Reading House (TRH), a children’s book designed to assess emergent skills in 3-4 year-old children during pediatric wellness visits.
When evaluating the quality of any screening tool, it is important to determine whether or not the assessment is biased against different groups of students. We want to ensure that students do not receive higher or lower scores on an assessment for reasons other than the primary skill or trait that is being tested.
Classification accuracy is a key characteristic of screening tools. A goal in classification accuracy is to correctly identify issues that result in a later problem and situations in which the scores identify issues that do not result in a later problem.
Assessment is a process of collecting information. Screening is an assessment process that helps teachers identify students who are at risk for not meeting grade-level learning goals.
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2023 National Center on Improving Literacy. https://improvingliterarcy.org