Using evidence-based assessment is an effective, objective, and measurable way to identify a student’s reading strengths and needs. When viewed on a school or board level, these results can help guide decisions about tools and strategies to support learning needs quickly and effectively.
Universal screenings are brief, standardized assessments that help identify a student’s current skills and flag those who may be at risk. Students are assessed on indicators of early literacy skills appropriate for their age and grade. Screening students early—between Kindergarten and Grade 2—is critical to identifying and supporting struggling readers before significant difficulties take hold. Students who fall at or below predetermined benchmarks will likely require additional support to meet future goals. In these cases, follow-up diagnostic assessment may be needed to pinpoint the specific skill gaps.
The use of timely and ongoing data about a student’s reading skills helps determine whether further support is needed. As outlined by the Ontario Ministry of Education, Early Reading Screeners are now required for students from Year 2 Kindergarten through Grade 2. [1]
Screener results, combined with other data sources, inform decisions about student progress and instructional next steps. When foundational skill gaps are identified, more targeted and intensive instruction may be required.
Note: screeners should be used to identify learning needs to determine the type of intervention required and should be completed in a way that reflects the rich diversity of the student population. Early reading screening should not contribute to systemic barriers.
It is important to remember that early reading screening does not replace classroom-based assessment, which continues to play an integral role in identifying next steps for student learning at all grade levels. Monitoring early reading skills enhances teacher awareness of students progress and has been shown to positively influence instructional decision-making (Fuchs &Hamlett, 1989)
Click here to listen to two educators explain how they moved “from scores to skills” using a reading screener and how it supported student growth in reading.
Listen to a supervisory officer share how screener data can be the impetus for change in the classroom and system.
“Since the screenings enabled us to find out what the students didn’t know, we created targeted intervention plans… After a 6-week block, learning is measured and we’re delighted with the results.”
ALF-Affiliated Teacher, CEPEO
Excerpt from 2 Year Update Right to Read Inquiry Report
For more information about screening and assessment for Learning refer to the LD@school Evidence-Based Assessment in the Science of Reading Cheat Sheet below.
Evidence-Based Assessment in the Science of Reading Reference Sheet
