LRSD



1143007175500606742510033000Kindergarten Initial Dyslexia Screening and Reading ReportDear Parents and Guardians,LRSD administers universal reading screeners for all K-2 students to help school staff determine which students may be “at risk” for reading difficulties. These assessments can also identify if a student may need further screening for possible characteristics of dyslexia, as outlined in Arkansas Act 1268. The Little Rock School District, screens all K-2 students by utilizing the following assessments: NWEA Map Fluency (K-2), Developmental Spelling Analysis (K-2), and AR-Rapid Naming (K-2). The results of these screenings will be used to determine if your student needs additional reading/spelling support or if further screening is needed. Attached to this letter, are your student’s results from fall screening as well as their current reading level. If your student shows any areas of need, you can discuss possible next steps with his or her teacher. Thank you for your willingness to support the Little Rock School District in building a system of student supports that is linked directly to data. This will ensure that each of our students has the opportunity to receive the support they need to achieve academic success. For more information about our literacy intervention programs or how you can support your student at home, please visit dyslexia. This page has links to Fundations Home Support Packs for each grade level.Sincerely,Chandle CarpenterChandle.carpenter@ Little Rock School District Dyslexia Specialist5829300-27940000542925-23177500Fall Kindergarten Initial Dyslexia Screening ReportYour student took the NWEA Map Fluency test and the AR-Rapid Naming as a part of our initial screening for all K-2 students. Below are your student’s scores on these assessments. Please see the table below for an explanation of each Zone of Proximal Development (ZPD). If your student did not meet grade level expectations, we may contact you about further testing and additional support in reading and spelling. If you have any questions about these results, please contact your student’s teacher.Area testedTest usedYour Student’s ZPD LevelKindergarten Goal: FallPhonological and Phonemic Awareness - The ability to recognize and manipulate the sound system in spoken language NWEA Map Fluency Foundational Skills Test Phonological Awareness SectionZPD Level 1 Rhymes and SyllablesAlphabet Knowledge - The ability to automatically recognize and name the 26 lowercase and 26 uppercase letters with ease and accuracy. NWEA Map Fluency Foundational Skills Test: Phonics/ Word Recognition SectionZPD Level 1Letters and SoundsSound Symbol Recognition -?To automatically produce sound(s) or grapheme names (grade level letters or letter clusters) during recognition, production, and/or writing tasks. Decoding Skills – The ability to translate words, word parts, or nonwords into their corresponding pronunciation. Area testedTest usedYour Student’s TimeIs this At Risk?Rapid Naming* - The ability to quickly name aloud a series of familiar items *Poor rapid naming skills can be a sign that a student might struggle with word reading. Each school sets the benchmark for Rapid Naming based on the performance of the students in each grade. Students who score in the bottom 20% for time and errors are considered At RiskArkansas Rapid Naming Screener (AR-RAN)?TimeYour Student’s Current Reading Level (not required for Dyslexia Screening)Kindergarten Reading Level Goal is BR (Beginning Reader)Your student is reading [ ] below [ ] at [ ] above grade level.Phonological AwarenessPhonics/Word RecognitionZPD LevelMeasurementsZPD LevelMeasurements0-Rhymes and Syllables (Introduce)Rhyming Word Matching — Measures phonological rhyme identification skills0-Letters and Sounds (Introduce)Letter-Sound Fluency — Measures letter sound correspondence knowledge1-Rhymes and SyllablesCounting Syllables — Measures phonological syllable segmenting skills1-Letters and SoundsLetter Knowledge — Measures letter identification knowledge2-Initial SoundsOnset-Rime Blending — Measures initial phoneme blending skillsInitial Sound Matching — Measures initial phoneme identification skills2-Initial Letter and Word FamiliesBuild Words: One Letter — Measures letter sound decoding skills in wordWord Families: Initial Letter — Measures letter sound decoding skills in words3-Phoneme Blending and SegmentingBlend Phonemes — Measures phoneme blending skills Segment & Count Phonemes — Measures phoneme segmenting skills3-CVC WordsSilent CVC Word Reading — Measures early word decoding skills Build Words: CVC — Measures early word encoding skills(A?CVC word?is a?word?that is made up of a consonant, vowel and consonant sound. Cat, hot, tip, man and hut are all?CVC words.)4-Phoneme ManipulationAdd/Delete Phonemes — Measures phoneme manipulation skills4-One Syllable WordsSilent One Syllable Word Reading — Measures word decoding skills5- Phoneme Manipulation (Reinforce)Substitute Phonemes — Measures phoneme manipulation skills5- One Syllable Words (Reinforce)Build Words: One Syllable — Measures word encoding skillsTo find books on your student’s Lexile Level, go to Kindergarten Initial Screening Reading ReportYour student took the NWEA Map Fluency test and the AR-Rapid Naming as a part of our initial screening for all K-2 students. Below are your student’s scores on these assessments. Please see the table below for an explanation of each Zone of Proximal Development (ZPD). If your student did not meet grade level expectations, we may contact you about further testing and additional support in reading and spelling. If you have any questions about these results, please contact your student’s teacher.Area testedTest usedYour Student’s ZPD LevelKindergarten GoalWinterPhonological and Phonemic Awareness - The ability to recognize and manipulate the sound system in spoken language NWEA Map Fluency Foundational Skills Test Phonological Awareness SectionZPD Level 2Initial SoundsAlphabet Knowledge - The ability to automatically recognize and name the 26 lowercase and 26 uppercase letters with ease and accuracy. NWEA Map Fluency Foundational Skills Test: Phonics/ Word Recognition SectionZPD Level 2Initial Letter and Word FamiliesSound Symbol Recognition -?To automatically produce sound(s) or grapheme names (grade level letters or letter clusters) during recognition, production, and/or writing tasks. Decoding Skills – The ability to translate words, word parts, or nonwords into their corresponding pronunciation. Your Student’s Current Reading Level (not required for Dyslexia Screening)Kindergarten Reading Level Goal is BR (Beginning Reader)Your student is reading [ ] below [ ] at [ ] above grade level.To find books on your student’s Lexile Level, go to AwarenessPhonics/Word RecognitionZPD LevelMeasurementsZPD LevelMeasurements0-Rhymes and Syllables (Introduce)Rhyming Word Matching — Measures phonological rhyme identification skills0-Letters and Sounds (Introduce)Letter-Sound Fluency — Measures letter sound correspondence knowledge1-Rhymes and SyllablesCounting Syllables — Measures phonological syllable segmenting skills1-Letters and SoundsLetter Knowledge — Measures letter identification knowledge2-Initial SoundsOnset-Rime Blending — Measures initial phoneme blending skillsInitial Sound Matching — Measures initial phoneme identification skills2-Initial Letter and Word FamiliesBuild Words: One Letter — Measures letter sound decoding skills in wordWord Families: Initial Letter — Measures letter sound decoding skills in words3-Phoneme Blending and SegmentingBlend Phonemes — Measures phoneme blending skills Segment & Count Phonemes — Measures phoneme segmenting skills3-CVC WordsSilent CVC Word Reading — Measures early word decoding skills Build Words: CVC — Measures early word encoding skills (A?CVC word?is a?word?that is made up of a consonant, vowel and consonant sound. Cat, hot, tip, man and hut are all?CVC words.)4-Phoneme ManipulationAdd/Delete Phonemes — Measures phoneme manipulation skills4-One Syllable WordsSilent One Syllable Word Reading — Measures word decoding skills5- Phoneme Manipulation (Reinforce)Substitute Phonemes — Measures phoneme manipulation skills5- One Syllable Words (Reinforce)Build Words: One Syllable — Measures word encoding skills47625-227965006057900-32321500Spring Kindergarten Initial Screening Reading ReportYour student took the NWEA Map Fluency test, the AR-Rapid Naming, and the Developmental Spelling Analysis as a part of our initial screening for all K-2 students. Below are your student’s scores on these assessments. Please see the table below for an explanation of each Zone of Proximal Development (ZPD). If your student did not meet grade level expectations, we may contact you about further testing and additional support in reading and spelling. If you have any questions about these results, please contact your student’s teacher.Area testedTest usedYour Student’s ZPD LevelKindergarten Goal: SpringPhonological and Phonemic Awareness - The ability to recognize and manipulate the sound system in spoken language NWEA Map Fluency Foundational Skills Test Phonological Awareness SectionZPD Level 3 Phoneme Blending and SegmentingAlphabet Knowledge - The ability to automatically recognize and name the 26 lowercase and 26 uppercase letters with ease and accuracy. NWEA Map Fluency Foundational Skills Test: Phonics/ Word Recognition SectionZPD Level 3CVC Words(A?CVC word?is a?word?that is made up of a consonant, vowel and consonant sound. Cat, hot, tip, man and hut are all?CVC words.)Sound Symbol Recognition -?To automatically produce sound(s) or grapheme names (grade level letters or letter clusters) during recognition, production, and/or writing tasks. Decoding Skills – The ability to translate words, word parts, or nonwords into their corresponding pronunciation. Area testedTest usedYour Student’s ScoreKindergarten GoalEncoding -The ability to translate spoken language into print. (spelling)Letter Name (LN)- beginning sounds, blends (bl, sl, etc.), word families and short vowel sounds. Within Word (WW)- most short vowel sounds correctly, and they learn about long vowel sounds and patterns in one-syllable words. Word Journeys: Developmental Spelling Analysis (DSA)12 or more Letter Naming words spelled correctly Your Student’s Current Reading Level (Lexile)(not required for Dyslexia Screening)Kindergarten Reading Level Goal is BR (Beginning Reader) LexileYour student is reading [ ] below [ ] at [ ] above grade level.Phonological AwarenessPhonics/Word RecognitionZPD LevelMeasurementsZPD LevelMeasurements0-Rhymes and Syllables (Introduce)Rhyming Word Matching — Measures phonological rhyme identification skills0-Letters and Sounds (Introduce)Letter-Sound Fluency — Measures letter sound correspondence knowledge1-Rhymes and SyllablesCounting Syllables — Measures phonological syllable segmenting skills1-Letters and SoundsLetter Knowledge — Measures letter identification knowledge2-Initial SoundsOnset-Rime Blending — Measures initial phoneme blending skillsInitial Sound Matching — Measures initial phoneme identification skills2-Initial Letter and Word FamiliesBuild Words: One Letter — Measures letter sound decoding skills in wordWord Families: Initial Letter — Measures letter sound decoding skills in words3-Phoneme Blending and SegmentingBlend Phonemes — Measures phoneme blending skills Segment & Count Phonemes — Measures phoneme segmenting skills3-CVC WordsSilent CVC Word Reading — Measures early word decoding skills Build Words: CVC — Measures early word encoding skills4-Phoneme ManipulationAdd/Delete Phonemes — Measures phoneme manipulation skills4-One Syllable WordsSilent One Syllable Word Reading — Measures word decoding skills5- Phoneme Manipulation (Reinforce)Substitute Phonemes — Measures phoneme manipulation skills5- One Syllable Words (Reinforce)Build Words: One Syllable — Measures word encoding skillsTo find books on your student’s Lexile Level, go to ................
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