1. Assessment for Intervention Model Preventing Reading Problems Dr. Virginia Berninger University of Washington

2. School Wide Screening and Intervention/Prevention GradeAll Students Screened for These Skills Screening Tests for All Students Additional Assessment to Pinpoint Processing Deficits in At- Risk Students Supplementary Intervention for At-Risk Students Progress Monitoring for At-Risk Students Kindergarten Accuracy of letter naming, Rhyming, Syllable and Onset Phoneme Segmentation Naming 26 lower case letters in random order (WIAT II Word Reading items) PAL Rhyming, Syllables, Phonemes for K level PAL Alphabet Writing PAL Copy A RAN for objects or colors (NEPSY) or CTOPP Big Strokes for Little Folks (letter writing and naming) PAL (1998) Phonological Lessons Repeat Tests in Columns 3 and 4. Use Adams, Foorman, Lundberg, and Beeler Phonological Awareness Program with all kindergartners (in phonemic awareness in young children published by Paul H. Brookes 1997) WIAT II: Wechsler Individual Achievement Test (PsychCorp) PAL: Process Assessment of the Learner Test Battery (PsycCorp) NEPSY (PsychCorp) CTOPP (PsychCorp) Big Strokes for Little Folks (ProEd) PAL Research-Based Reading and Writing Lessons (PsychCorp)

3. 1st Accuracy of reading real words on a list Accuracy of reading pseudowords on a list WIAT II Word Reading WIAT II Pseudoword Decoding or WJ III Word Identification WJ III Word Attack PAL Coding; Syllables and Phonemes; PAL RAN- Letters; WISC IV Vocabulary PAL (2003) Lesson Set 1 for accuracy and rate of reading monosyllabic words; Lesson Set 2 for accuracy and rate of reading polysyllabic words; Lessons Set 11 for linguistic awareness, decoding, fluency, and omprehension; Read Well Repeat Tests in Columns 3 and 4 and progress monitoring included PAL Lessons. GradeAll Students Screened for These Skills Screening Tests for All Students Additional Assessment to Pinpoint Processing Deficits in At- Risk Students Supplementary Intervention for At-Risk Students Progress Monitoring for At-Risk Students WIAT II; Wechsler Individual Achievement Test (PsychCorp) WJ III: Woodcock Johnson (Riverside) PAL: Process Assessment of the Learner Test Battery (PsycCorp) WISC IV: Wechsler Intelligence Scale for Children (PsychCorp) PAL Research-Based Reading and Writing Lessons (PsychCorp)

4. 2nd Rate of reading real words and pseudowords on a list; Oral reading fluency TOWRE Sight Word Reading Efficiency and Phonemic Reading Efficiency; GORT accuracy and rate of passage reading PAL Coding; Syllables, Phonemes, Rimes; PAL RAN Letters and Words; WISC IV Vocabulary PAL (2003) Lesson Sets 6 and 9 for reading structure and function words, reading fluency, and word-, sentence, and text comprehension Repeat Tests in Columns 3 and 4 and progress monitoring included in PAL Lessons. GradeAll Students Screened for These Skills Screening Tests for All Students Additional Assessment to Pinpoint Processing Deficits in At- Risk Students Supplementary Intervention for At-Risk Students Progress Monitoring for At-Risk Students TOWRE: Test of Word Reading Efficiency (ProEd) GORT: Gray Oral Reading Test (PsychCorp or Pro Ed) PAL Research-Based Reading and Writing Lessons (PsychCorp) WISC 4: Wechsler Intelligence Scale for Children (PsychCorp) Use Read Naturally with all students for oral reading fluency and passage summarization (Ihnot & Ihnot, 1989).

5. 3rd Oral and silent reading fluency GORT 3 accuracy and rate of oral reading; PAL Sentence Sense PAL Coding; Syllables, Phonemes, Rimes; PAL RAN Letters and Words; Delis Kaplan (DKEFS) Color- Word Interference and Verbal Fluency PAL (2003) Lesson Sets 12 and 15 for phonological, orthographic, morphological awareness, decoding, reading fluency, and reading comprehension Repeat Tests in Columns 3 and 4 and progress monitoring in PAL Lessons. GradeAll Students Screened for These Skills Screening Tests for All Students Additional Assessment to Pinpoint Processing Deficits in At- Risk Students Supplementary Intervention for At-Risk Students Progress Monitoring for At-Risk Students GORT: Gray Oral Reading Test (PsychCorp or ProEd) PAL Test Battery (PsychCorp) DKEFS: Delis-Kaplan Executive Function System (PsychCorp) PAL Research-Based Reading and Writing Lessons (PsychCorp) Use Read Naturally with all students for oral reading fluency and passage summarization (Ihnot & Ihnot, 1989).

6. 4 th and above grade levels Word, sentence, paragaraph, and discourse understanding; Silent reading fluency Gates - MacGinitie Vocabulary and Comprehension WJ III Word and Passage Comprehension WIAT II Reading Comprehension PAL Sentence Sense WISC IV Verbal Comprehension Index; WISC IV Working Memory Index or SB 5 th Verbal Working Memory; CELF 4 Receptive and Expressive Language Carlisle Reasoning with Reading (Vocabulary Meaning, Sentence Interpretation, and Paragraph Comprehension) Repeat Tests in Columns 3 and 4 and progress monitoring in PAL Lessons. GradeAll Students Screened for These Skills Screening Tests for All Students Additional Assessment to Pinpoint Processing Deficits in At- Risk Students Supplementary Intervention for At-Risk Students Progress Monitoring for At-Risk Students Use Read Naturally for oral reading fluency and passage summarization (Ihnot & Ihnot, 1989). GMRT: Gates-MacGinitie Reading (Riverside Publishers) SB 5: Stanford Binet, 5 th edition (Riverside Publishers) CELF 4: Clinicial Evaluation of Language Fundamentals (PsychCorp) Carlisle Reasoning with Reading