Topic: Screening


Short processes to find students who need help in reading, writing, spelling, or math.

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This tool offers a user-friendly experience to make informed choices related to academic screeners based upon personalized search criteria.

Traditional literacy diagnostic tools can be biased against minority populations. Research is being done on new types of assessments that more accurately evaluate the literacy skills of culturally and linguistically diverse families.

Response to Intervention (RTI) has been promoted as a valid method for identifying learning disabilities, but questions remain about how it should be used. This study examined how individual student differences predicted response to a reading comprehension intervention using different measures as well as different definitions of “response.”

Best Practices in Universal Screening

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.

CBM at Home

Use this free online assessment to screen your child for risk of future reading difficulties.

Characteristics of Students Identified with Dyslexia Within the Context of State Legislation

This study explores factors that might predict the way dyslexia is identified by schools. The authors looked at data on 7,947 second-grade students in 126 schools from one U.S. state. The findings suggest systematic demographic differences in whether a student is identified with dyslexia by schools, even when using universal screening.

Commonalities Across Definitions of Dyslexia

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.

Core Considerations for Selecting a Screener

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

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.

Dynamic Assessment

Dynamic assessment is a testing approach that focuses on how well a student can learn something new as opposed to what a student currently knows. It combines features of single timepoint or “static” assessment and multiple timepoint assessment to predict reading problems, as seen in the diagram below.

This study examined whether Dynamic Assessment, an approach to testing where students are instructed on tested material as part of the test, can improve the identification of mathematics difficulties in 392 first-grade English learners, with varying levels of language dominance. Students spoke mostly English with some Spanish, Spanish and English equally, mostly Spanish with some English, or exclusively Spanish. Students were randomly assigned to either a Spanish or English Dynamic Assessment condition.

Four Questions to Ask After Universal Screening

Screening for dyslexia risk should be part of a decision-making framework that answers four fundamental questions.

Expert : Nadine Gaab Ph.D.

The Literacy For All Series

This Keynote session with Sarah Sayko will describe the resources NCIL can provide to schools and parents and the evidence base that supports screening, instruction, and intervention to increase literacy achievement for students who struggle to read and students with dyslexia.

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.

Route to Reading: Inspect the Manual - Screening & Assessment

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.

White Paper Cover Page

This paper aims to provide an overview and some insight into what is known about screening for dyslexia.

The Literacy For All Series

This session wil discuss the characteristics of strong reading screening assessments and investigate the pre-literacy and early literacy areas (or behaviors) that are predictive of future reading success.

Screening for Emergent Literacy During Well Visits

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.

This article proposes a “hybrid” model for dyslexia identification that documents low reading achievement, inadequate response to instruction, and exclusionary factors. It works best in multi-tiered systems of support (MTSS).

This study examined fourth-grade struggling readers and found that word reading performance recorded at pretest predicted these readers’ responses to intervention when it was administered. Students with the most substantial word reading problems may require more intensive and individualized treatments.

This study proposes a new approach to operationalizing dyslexia in prevalence estimates. To capture the "unexpected" nature of dyslexia, it operationalizes dyslexia as a substantial difference between an individual's listening comprehension and reading.

Class of students with hands up.

This toolkit helps educators and parents learn about how screening can help determine which students may be at risk for reading difficulties.

Understanding Screening: Bias

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.

Understanding Screening: Classification Accuracy

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.

Understanding Screening: Overall Screening and Assessment

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.

Understanding Screening: Reliability

Reliability is the consistency of a set of scores that are designed to measure the same thing. Reliability is a statistical property of scores that must be demonstrated rather than assumed.

Understanding Screening: Sample Representativeness

Sample representativeness is an important piece to consider when evaluating the quality of a screening assessment. If you are trying to determine whether or not the screening tool accurately measures children’s skills, you want to ensure that the sample that is used to validate the tool is representative of your population of interest.

Understanding Screening: Validity

Validity is broadly defined as how well something measures what it’s supposed to measure. The reliability and validity of scores from assessments are two concepts that are closely knit together and feed into each other.

Expert : Jack Fletcher, Ph.D.

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