[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-269058-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-269058-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","k-3-reading-assessment-survey","K-3 Reading Assessment Survey","","K-3 Reading Assessment Survey汇总了各学区在K-3阅读项目中使用的阅读筛查工具，并记录其数量、具体工具名称与应用目的。内容包含对PEARL & CUBED、Star Early Literacy、Star Reading、FastBridge、DIBELS、Fundations、Into Reading、Early Reading、aReading、CBM、NGSR Reading Inventory与DRA等的使用说明，重点覆盖字母原理、音素觉察、语音拼读、流畅度、词汇与理解等能力维度，以及如何据此识别高风险学生、开展短周期干预与进度监测。",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/k-3-reading-assessment-survey/269058/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/k-3-reading-assessment-survey/269058.png","ImageObject",300,407,{"name":42,"@type":43},"Mimi","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-21","2026-09-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"K-3阅读项目中各学区通常使用哪些阅读筛查工具？","Question",{"text":63,"@type":64},"文中列出多种工具组合，例如PEARL & CUBED、Star Early Literacy、Star Reading、FastBridge、Fundations、Into Reading、Early Reading、aReading、CBM、NGSR Reading Inventory与DRA等。不同学区会根据需求选择不同数量与搭配。","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"学区为什么会使用阅读筛查工具来评估K-3学生？",{"text":68,"@type":64},"主要用于识别学生的优势与薄弱点、判断风险并深入了解知识/技能差距，从而规划教学与干预。部分说明强调筛查与诊断的区分，以及为后续进度监测提供数据支持。",{"name":70,"@type":61,"acceptedAnswer":71},"筛查结果如何用于干预与进度监测？",{"text":72,"@type":64},"内容提到对高风险学生进行每周或双周的进度监测评估，报告输出可用于流利度、准确性与常模/基准对照。部分学区还会据此提供基于证据的即时干预，并支持在学年内持续跟踪与调整。","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},269058,1791233846,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":101,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","K-3 Reading Assessment Survey  \n\n| Please select your\u003Cbr>district from the list below | How many reading screening assessments are you using for your K-3 Reading Program? | Please list all of your reading screeners that you use in your district. | Could you please explain why you use each of your reading screeners? | Is there any other information that you would like to provide on the area of reading screening assessments? |\n| --- | --- | --- | --- | --- |\n| Albany County School District \\#1 | 1 | PEARL & CUBED | To assess risk in Early Literacy.\u003Cbr>We use this screeners because we feel like it provides a measure for phonemic awareness, phonics, fluency, vocabulary, and comprehension. It identifies students that are at-risk, so that we can dig deeper in order to diagnosis the knowledge/skill gap and address it appropriately. | We love this tool and have found that it is exactly the information we need to assess risk. We work well with the creator. I recently attended a workshop for MTSS where we analyzed the strength of certain screeners and found the FastBridge didn't truly measure up as a screener-too broad, measures too many things that then motivate the wrong instruction. I think it would be more of a diagnostic tool. |\n| Big Horn County School District \\#1 | 2 | Star Early Literacy, Star Reading | Star Early Literacy measures students’ understanding of the alphabetic principle and print concepts, as well as their ability to identify and discriminate between letters (visual discrimination) . Star Reading measures word knowledge, vocabulary, comprehension, and analyzing text. | We have also tried FastBridge and DIBELS but have given them up. |\n| Big Horn County School District \\#2 | 1 | FastBridge | FastBridge-it is researched based, nationally normed, and meets dyslexia screening requirements. |  |\n| Big Horn County School District \\#3 | 3 | Fundations, STAR Reading, Into Reading | Fundations is phonics based, STAR Reading and Into Reading between the 3 all important reading concepts can be observed, phonemic awareness, phonics, decoding, fluency, | Both phonemic based and whole language based reading programs are valuable depending on the student and how they learn. |\n| Big Horn County School District \\#4 | 3 | FastBridge\u003Cbr>Early Reading, aReading, CBM | Formative Assessment System for Teachers (FAST)\u003Cbr>The reading screeners are used to provide information on students’ strengthsand weaknesses in order to plan instruction. They evaluate student performance in regard to local norms, mastery criterion, and identify possible risks that may inhibit the students ability to reach proficiency on state assessments. Students at risk are given weekly or bi-weekly progress monitor assessments. Reports provide data on student efficiency/fluency, accuracy, and norms. Benchmarks are also generated providing student expected levels of mastery.\u003Cbr>Early Reading-K-3rd assessments used to gain information on accuracy and efficiency of student performance. Assessments available:\u003Cbr>Concepts of Print, Onset/Initial Sounds, Letter Names, Letter Sounds, Rhyming. Phoneme Blending, Phoneme Segmenting, Sight Word Fluency for K and 1st, Decodable Word Reading, Decodable Nonsense Word Reading, Sentence Reading\u003Cbr>aReading-An individualized visual and auditory screener that provides teachers with an estimate of broad reading skills of the students. The format is similar to many state-wide assessments, giving students assessment taking skills.\u003Cbr>Questions focus on grade level appropriate questioning.\u003Cbr>CMB (Curriculum Based Measurement of Reading)-Teachers obtain a summary of Words Read Correctly per minute and student Reading Accuracy of the reading passage. Word reading efficiency is generated through this screener which facilitates reading comprehension. |  |\n| Campbell County School District \\#1 | 3 | FastBridge, NGSR Reading Inventory, DRA | FastBridge is used as a universal screener, assessing phonics/phonemic awareness, fluency and comprehe","cbCain9b330LEjfj","https://ap.wps.com/l/cbCain9b330LEjfj","pdf",116513,"English","# K-3 Reading Program Reading Screening Assessments\n## District selection and number of screeners\n## List of reading screeners used\n## Rationale for each screener\n## Additional information and notes","[{\"question\":\"K-3阅读项目中各学区通常使用哪些阅读筛查工具？\",\"answer\":\"文中列出多种工具组合，例如PEARL \\u0026 CUBED、Star Early Literacy、Star Reading、FastBridge、Fundations、Into Reading、Early Reading、aReading、CBM、NGSR Reading Inventory与DRA等。不同学区会根据需求选择不同数量与搭配。\"},{\"question\":\"学区为什么会使用阅读筛查工具来评估K-3学生？\",\"answer\":\"主要用于识别学生的优势与薄弱点、判断风险并深入了解知识/技能差距，从而规划教学与干预。部分说明强调筛查与诊断的区分，以及为后续进度监测提供数据支持。\"},{\"question\":\"筛查结果如何用于干预与进度监测？\",\"answer\":\"内容提到对高风险学生进行每周或双周的进度监测评估，报告输出可用于流利度、准确性与常模/基准对照。部分学区还会据此提供基于证据的即时干预，并支持在学年内持续跟踪与调整。\"}]","K-3 Reading Assessment Survey | PDF",1789443442,15]