September 18, 2025

What is VALLSS?

VALLSS is Virginia’s new literacy screening system. It stands for Virginia Language & Literacy Screening System. It’s part of the state’s effort under the Virginia Literacy Act to help all children improve reading skills.

In simple terms: VALLSS is a set of tests given to students (grades Pre-K through 8 in different forms) to see how well they’re doing in important reading and language skills. The goal is to find out early which students might need extra help — and then provide that help.

Why does it exist?

• Research shows that the earlier reading difficulties are caught, the better the chances of helping a child succeed in reading.

• It replaced an older screening tool called PALS for grades K-3.

• It’s required by Virginia law (the Virginia Literacy Act) and also as part of the Early Intervention Reading Initiative (EIRI). The law mandates screening to identify risk for reading difficulties and to provide extra help to students who need it

Who is tested, and when

All students in Pre-K through Grade 3 are tested. This includes students with IEPs or 504 Plans, unless those plans specifically exempt them. After Grade 3, VALLSS is targeted: students in grades 4-8 who have experienced reading problems (for example, failing a reading SOL test or needing read-aloud or audio accommodations on a state test) will also be screened.  VALLS screenings happen multiple times per year (fall, winter, spring), especially in the early grades, so teachers can see how a student is growing and changing.

What skills are tested

VALLSS isn’t just one test of “reading” in a general sense. It looks at different parts of reading and language, which help form a complete picture of what your child can do — what's strong, and what needs more support. Some of the skills include:

• Decoding: being able to sound out words (for example blending sounds, recognizing familiar words).

• Encoding (Spelling): writing/spelling words, showing how they understand phonics.

• Phonological awareness: recognizing and working with sounds in words (like beginning sounds, blending, segmenting). 

• Alphabet knowledge: knowing letter names and the sounds they make. 

• Language comprehension: understanding spoken language and vocabulary, following and retelling a story, answering questions about what was read or heard.

• Fluency: reading connected text smoothly and accurately (this is more applicable in later grades or as students can read).

What do the results mean?

When your child takes VALLSS, their results will put them into one of three “risk bands”:

1. Low risk – doing well; may only need regular class instruction and continuing supports.

2. Moderate risk – may need extra help in specific areas; instruction will be more targeted.

3. High risk – likely to have ongoing reading difficulty unless extra support/intervention is provided.

If a student in grades K-3 falls in the high-risk band, they qualify for special reading intervention under Virginia’s Early Intervention Reading Initiative (EIRI), which includes additional hours of instruction beyond what is offered in a regular classroom. Students in grades 4-8 who are identified as needing extra support will also receive it.

Also, the results break down which specific skills are weak or strong, so teachers (and parents) know exactly what to focus on. For example, maybe a child reads words okay but struggles with comprehension, or maybe with sounding out new words.

What happens after the screening

• Teachers and schools use VALLSS results to plan instruction. If your child is identified as “moderate” or “high” risk, they will get supplemental help (extra or more focused reading support).

• For students at high risk, there’s a required Student Reading Plan, which will be developed collaboratively between classroom teachers, readin specialists, interventionists, and parents.  These plays lay out exactly what additional reading instruction beyond the regular class will be provided to students and how their reading progress will be monitored.

• Schools share the results with families. Schools also try to involve families in the plan for helping the child. You’ll receive parent reports explaining which skills your child is strong in, which ones need more work, and what supports are being put in place.

What parents can do

Here are some ways you can help, both in understanding VALLSS and supporting your child:

• Read over your child’s parent/family report on their VALLSS results carefully. Sometimes there are areas where your child is doing well, and others where they need help. It’s good to know both.

• Participate in the Student Reading Plan if one is developed. Schools welcome parent input. The more you understand what your child needs, the better you can support them at home.

• Provide reading and language-rich experiences at home: read together, talk about stories, ask questions (“why do you think the character did that?”). This helps with comprehension.

• Practice specific skills your child is working on. If the school says phonics, or sounding out words, spend time with flashcards, reading simple decodable books, etc.

• Stay in touch with the teacher about progress. Ask: “How is my child improving?” “What’s the next goal?” “What supports are working / what else might help?”

Common questions & things to know

Does this mean my child is “behind”? 

• Sometimes parents worry that being in a moderate or high risk band is bad. It's not a judgment—it’s a signal that with more help, a child can improve. Many children catch up when given targeted support early.

Is the test long or scary? 

• Most VALLSS subtests are done one-on-one or in small groups with a teacher. It’s more of a conversation or guided tasks than a long, stressful test. It may happen over more than one session if needed.

If my child is an English Learner, or has special education needs, are they included? 

• Yes — in general, all students are screened, including students with IEPs/504 plans and English Learners. Only in rare cases where the student’s IEP or plan specifically exempts them.

Will this affect my child’s grades or advancement? 

• Not directly. It’s not a test that by itself decides promotion. It is used to inform instruction and support, to help ensure students catch up and build solid reading skills.

Bottom line

VALLSS is a tool Virginia uses to help children become strong readers and language users. Think of it like checking the foundation of a house: you want to make sure the base is solid (skills like decoding, vocabulary, comprehension) so that everything built on top will be strong. If gaps are found early, teachers and parents can work together to fill them and prevent struggles later on.

August 25, 2025

7. Connect Books to Real Life

Is your child reading about animals? Plan a trip to the zoo. A story about space? Step outside and stargaze. Making connections helps kids see that reading isn’t just words on a page—it’s a doorway to the world around them.