ALIGNMENT OF LITERACY SCREENER WITH DIAGNOSTIC MEASURES, GRADES K-3 - Using mClass Subtest Data to Identify Appropriate Diagnostics

Sep 28, 2026

Guidance aligns literacy screener results with appropriate diagnostic measures for students in grades K-3. The document explains how to use mClass subtest data to review low subtest scores relative to other areas, select one or more diagnostic measures from a recommended list, and review resulting data to clarify interventions in an individual reading plan. It emphasizes that the list is not exclusive or exhaustive and includes examples of Tier II or III diagnostic measures tied to specific skills.

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Using mClass Subtest Data for Grades K-3

How to select diagnostic measures from low subtests

Diagnostic measures table by subtest

Phonemic Segmentation Fluency (PSF) - K-1

Letter Naming Fluency (LNF) - K-1

Nonsense Word Fluency - K-3

Comprehension (Maze) - 2-3

Text Fluency - 1-3

Word Reading Fluency - K-3

Vocabulary - 2-3

ALIGNMENT OF LITERACY SCREENER WITH DIAGNOSTIC MEASURES, GRADES K-3 The following table is designed to assist you in using students’ mClass subtest data to determine appropriate diagnostic measures. To clarify the interventions that should be included in a student’s individual reading plan, review the subtests where the student’s score was low (or lower than other areas), identify one or more diagnostic measures from the recommended list to administer, and review the resulting data. This is not an exclusive or exhaustive list of available diagnostics. Using mClass Subtest Data to Identify Appropriate Diagnostics for Grades K-3 | mClass Subtest | Expected Subtest Grades | Related Skill | Measures | Examples of Tier II or III Diagnostic Measures | | --- | --- | --- | --- | --- | | Phonemic Segmentation Fluency (PSF) | K-1 | Phonological /
Phonemic Awareness | The ability to separate words into their sequence of individual sounds. | • EasyCBM Phonemic Awareness (K-1)
• CORE Phonological Segmentation Test *
• CORE Phoneme Deletion Test*
• CORE Phoneme Segmentation Test*
• Phonological Awareness Screening Test-PAST (K-1)
• Phonological Awareness Skills Screener-PASS (K-1)
• PALS Marketplace Phonological Awareness Literacy Screening (PALS)
• Really Great Reading Phonological Awareness Survey | | Letter Naming Fluency (LNF) | K-1 | Letter Naming Fluency | The ability to recognize and name capital and lowercase letters of the alphabet. | • EasyCBM Letter Names (K-1)
• CORE Phonics Surveys*
• Amira Letter Sounds
• PALS Marketplace Phonological Awareness Literacy Screening (PALS)
• Really Great Reading Foundational Skills Survey
• Really Great Reading Letter Knowledge Survey | | Nonsense Word Fluency | K-3 | Phonics and decoding | The ability to identify complete letter sounds (CLS) and blend letter sounds in words recoded correctly (WRC) . | • EasyCBM Letter Sounds
• Acadience Reading Diagnostic PA & WRD
• CORE Phonics Surveys*
• Reading A-Z: Alphabet Naming
• Really Great Reading Decoding Survey
• 95% Group PSI: Phonics Screener for Intervention | | Comprehension (Maze) | 2-3 | Reading
comprehension | Note: Students' listening comprehension will likely be higher than their reading comprehension; they may be able to retell stories told orally but not retell what they have read themselves. | • Easy CBM, Reading Comprehension (2-3)
• PALS Marketplace Phonological Awareness Literacy Screening (PALS)
• CORE Reading Maze Comprehension Test * | | --- | --- | --- | --- | --- | | Text Fluency | 1-3 | Oral reading fluency | The ability to read connected text fluency and with accuracy in order toretell a passage. | • EasyCBM Word Fluency/Passage Fluency (1-3)
• PALS Marketplace Phonological Awareness Literacy Screening (PALS)
• MASI-R Oral Reading Fluency Measures * | | Word Reading Fluency | K-3 | High frequency word fluency | The ability to read high frequency words with automaticity and accurately. | • CORE Graded High Frequency Word Survey *
• San Diego Quick Assessment of Reading Ability *
• Really Great Reading Sight Word Survey | | Vocabulary | 2-3 | Vocabulary | The ability to comprehend gradelevel academic English. |
• CORE Vocabulary Screening Test * | *Diagnostic is in CORE Assessing Reading: Multiple Measures or online

FAQs

How should educators use mClass subtest data to find diagnostics for grades K-3?

Review the subtests where a student’s score is low (or lower than other areas), select one or more diagnostic measures from the recommended list, and then review the resulting data for intervention planning.

What does the document mean by diagnostic measures being Tier II or III?

The table provides examples of Tier II or III diagnostic measures associated with each mClass subtest and related skill for grades K-3.

Does the document list all available diagnostic measures?

No. It explicitly states the recommended list is not exclusive or exhaustive, so additional diagnostics may exist beyond the examples provided.

Sep 28, 2026

Uploaded by MrHarris58