Dear Parent, - TPRI - Early Reading Assessment



STUDENT’S NAME: _________________________ ASSESSMENT DATE: __________________Dear Parent, The purpose of this letter is to tell parents/guardians about an early reading assessment given in kindergarten three times a year (beginning, middle, and end of year). The assessment is called the TPRI. This assessment is given by the teacher to every student in the class individually. The student is asked to complete a series of short tasks related to reading. An early assessment of reading skills is required by the Texas Legislature. The purpose of the TPRI is to inform your child’s teacher where your child’s strengths are, and where to focus instruction. It is not intended to be an outcome assessment, and your child does not “pass” or “fail” this assessment. Your child’s TPRI results are below:PLEASE NOTE: At the Beginning-of-Year (BOY) the TPRI has 2 sections: Screening Section Inventory SectionSCREENING SECTION - SCOREThe purpose of the Screening Section is to identify students who might need extra support with reading to be successful during kindergarten.Students are given one of two scores on the Screening Section:Developed (D): Scoring D means your child will probably not have difficulty learning to read if appropriate instruction is provided.Still Developing (SD): Scoring SD means closer evaluation is needed and tells teachers that a student might need extra support with reading to be successful during kindergarten.PLEASE NOTE: Scoring SD at the Beginning-of-Year (BOY) is not necessarily a concern. These scores simply help teachers provide the specific instruction a student needs. Your child’s score on the Screening Section was:DevelopedStill Developing2. INVENTORY SECTION - SCORESThe purpose of the Inventory Section is to help teachers understand whether students have developed certain skills related to reading. Having this information helps teachers give students the instruction they need to make progress towards being a successful reader. The Inventory Section has three parts that measure the development of important early reading concepts:Phonemic Awareness: the ability hear and play with the sounds or syllables in words.Graphophonemic Knowledge (phonics): the ability to name the letters of the alphabet and to understand how letters and sounds are related.Listening Comprehension: the ability to understand what has been read aloud to them.PLEASE NOTE: Some students are not assessed on the Phonemic Awareness and Graphophonemic Knowledge tasks. If your child has no scores listed for these tasks, it is because s/he scored D (Developed) on the Screening Section and further assessment in these areas was not required.D=DevelopedSD=Still DevelopingPhonemic Awareness easiestTask 1: Rhyming D / SD____ out of 5 CorrectOn tasks 2 through 5, if children score SD on a task they do not move on to the next task.Task 2: Blending Word PartsD / SD____ out of 5 Correct Task 3: Blending PhonemesD / SD____ out of 5 Correct Task 4: Deleting Initial Sounds D / SD____ out of 5 Correct hardestTask 5: Deleting Final Sounds D / SD____ out of 5 Correct Graphophonemic KnowledgeIf children score SD on task 1, they do not move on to task 2.easiestTask 1: Letter Name IdentificationD / SD ____ out of 26 Correct hardestTask 2: Letter-to-Sound LinkingD / SD____ out of 10 Correct Listening ComprehensionListening ComprehensionD / SD____ out of 6 Correct REMINDER: Scoring SD on tasks at the Beginning-of-Year is not necessarily a concern. These scores simply help teachers provide the specific instruction a student needs. The End-of-Year goal is for students to receive a score of “Developed” (D) on all the tasks listed.If you have any questions or concerns regarding the TPRI or the scores your child received, please contact your child’s teacher.Teacher Contact Information ................
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