The Importance of Read Alouds

By: Alexis Kiburis, Psy.D., NCSP Reading aloud to children is one of the most fundamental activities that parents and teachers can do to promote foundational literacy skills. Read alouds can be a fun, engaging way to make text come alive for students; they also serve as a tool to model and promote a love for[…]

Selecting Reading Interventions

By: Rachel Brown, Ph.D., NCSP For schools that conduct universal benchmark screening, review of the screening data provides educators with information about which students need additional instruction (also called intervention). Importantly, screening data must always be compared with other sources of information about a student’s current skills as part of the process of identifying individual[…]

Targeting Differentiated Instruction: Assessment for Grouping and Planning in Grades K and 1

By: Judy Loughlin, Ph.D., HILL for Literacy Many of us can agree with the following statement: “The ultimate goal of reading instruction is to enable children to read fluently with good comprehension for enjoyment and information.” But it is far more difficult to find consensus on how to go about attaining that goal. The National[…]

Anticipating and Counteracting the Summer Slide

By: Jessie Kember Summer slide, or the summer achievement gap, is the loss of learning over the summer break while students are out of school. For example, students who do not read over the summer months can lose the skills they’ve practiced throughout the school year. The summer slide has also been called “summer learning[…]

K-2 Literacy Instruction: FAST earlyReading Data for Balance and Differentiation

By: Louise Vojtisek, M.A., NCSP There is good evidence to support that most children who are identified as learning disabled have difficulties in the area of reading, and that these difficulties are typically not identified until third grade. An ongoing challenge for educators is figuring out which students with reading difficulties have a true learning[…]

Sight Words in Early Reading Instruction

By: Dr. Paul Robb The sight word assessments included in FastBridge Learning’s earlyReading measures are based on the most frequently used English words. The fact that these assessments are strong indicators of early reading success suggests an important role for sight word instruction in kindergarten and first grade. But what role exactly? Where does sight[…]

FAST™ Feature Focus: Interpreting Screening Reports for Reading

By: Yvette Arañas Now that you have collected benchmark screening data from your students, be sure to take the time to examine and interpret the data. Unfortunately, many assessments require someone to graph and interpret the data or provide reports that are hard for teachers to understand; but not all schools have someone (e.g., a[…]