In my last post I defined universal screening as: a series of short, easy-to-administer probes of 1-3 minutes used determine student learning level. The data from universal screening is used to determine those students who are at-risk for reading acquisition and for student placement in the response to intervention model. Universal screening is usually given three times a year. This screening should identify 90% of the students who may be at-risk for reading acquisition. Universal screening is often used to monitor student progress and as a diagnostic assessment to determine students’ individual learning needs.
Universal screening is a vital component of the response to intervention (RTI) model. Screening students with the right assessment probes at the right time is essential to an effective RTI model. Students should be assessed for proficiency of their current grade level. Students not showing grade level proficiency should be placed in tiers or groups of focused instruction to improve their literacy skills. The groups may look different in each classroom or school depending on the current learning needs of present students. Students should be monitored to ensure that current placement is effective for them.
The following is a timeline for the types of universal screeners that should be used to determine students who are at-risk for literacy acquisition. This table was developed while I was conducting research for chapter 2 of my dissertation.
Table 1
Universal Screening Grade Level Timeline
|
Reading Skill |
Column A
Gersten et al., 2009 |
Column B
Kashima et al., 2009 |
Column C
Lam & McMaster, 2014 |
Column D
NJCLD, 2011 |
|
Letter naming & fluency |
Grade K-1 |
Grade K-1 |
Grade K-1 |
|
| Phoneme segmentation | Grade K-1 | Grade K-1 | ||
| Phonemic awareness
Nonsense fluency |
Grade 1 |
Grade K-3 | ||
| Word identification | Grade 1-2 | Grade K-3 | ||
| Oral reading fluency | Grade 1-2 | Grade 1 | Grade K-3 | Grade K-3 |
| Sound repetition | Grade K-1 | |||
| Vocabulary | Grade 1 | |||
| Reading comprehension | Grade 2-3 | Grade K-3 | ||
| Listening comprehension | Grade 2-3 | Grade K-3 | ||
| Written expression | Grade K-3 | |||
| Basic reading skills | Grade K-3 | |||
| Oral expression | Grade K-3 |
Note: Column A was adapted from “Assisting Students Struggling with Reading: Response to Intervention (RTI) and Multi-Tier Intervention in the Primary Grades” by R. Gersten et al., 2008, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, 2009-4045, p. 13. Column B was adapted from “The Core Components of RTI: A Closer Look at Evidence-Based Core Curriculum, Assessment and Progress Monitoring, and Data-Based Decision Making by Y. Kashima, B. Schleich, and T. Spradlin, 2009, Center for Evaluation & Education Policy, p. 6. Column C was adapted from “A 10-Year Update of Predictors of Responsiveness to Early Literacy Intervention” by E. A. Lam and K. L. McMaster, 2014, Learning Disabilities Quarterly, 37(3), p. 143. Column D was adapted from “Comprehensive Assessment and Evaluation of Students with Learning Disabilities” by The National Joint Committee on Learning Disabilities, 2011, Learning Disability Quarterly, 34(1), 3-16.
Other references
Gilbert, J., Compton, D., Fuchs, D., & Fuchs, L. S. (2012). Early screening for risk of reading disabilities: Recommendations for a four-step screening system. NIH Public Access, Author Manuscript. Retrieved from http://www.ncbi.nim.nih.gov/pmc/articles/PMC3903290 doi:10.1177/1534508412451491
Kilgus, S. P., Methe, S. A., Maggin, D. M., & Tomasula, J. L.(2014). Curriculum-based measurement of oral reading (r-cbm): A diagnostic test accuracy meta-analysis of evidence supporting use in universal screening. Journal of School Psychology, 52, 377-405. doi:10.1016/j.jsp.2014.03.002.
Ray, J.S. (2017). Tier 2 interventions for students in grades 1-3 identified as at-risk in reading. (Doctoral dissertation, Walden University). Retrieved from https://scholarworks.waldenu.edu/dissertations/3826/
