A read-aloud accommodation is beneficial for these students: they are able to comprehend materials at or above their grade level with an accommodation.

Instructions should be given on how best to use identified accommodations.

Periodic probes using accommodations (including the re-administration of the Protocol) should be conducted to ensure students continue to benefit from the identified accommodation.

The Protocol results should be shared with students to help them understand their learning strengths and develop positive habits for independent reading.

A read-aloud accommodation combined with reading interventions is beneficial for these students. The accommodation allowed these students to read above their independent reading level, but it did not allow them to successfully read grade-level material. Reading interventions in addition to an accommodation may address such reading deficits.

Standardized reading assessments are essential to help identify areas of need (e.g., phonological knowledge, word recognition, linguistic knowledge, reading fluency, reading comprehension), while explicit instruction is needed to tackle identified needs.

Periodic probes using accommodations (including the re-administration of the Protocol) should be conducted to ensure students continue to benefit from the accommodation and reading interventions.

The Protocol results should be shared with students to help them understand their learning strengths and develop positive habits for independent reading.

These students did not derive any benefit from a read-aloud accommodation.

For students reading significantly below grade level, a comprehensive reading assessment is critical. The students may not have sufficient word recognition skills to make use of a text reader, or the student may present language deficits that confound the linguistic knowledge needed for reading comprehension. Text used as part of classroom instruction may need to be modified to address comprehension at the students’ ability levels. Explicit instruction targeted to identified needs should be ongoing.

Re-administration of the Protocol can be conducted yearly to determine whether the student’s reading skills have progressed such that reading accommodations may prove useful.

Note: For students reading slightly below grade level, a standardized reading assessment can help identify areas of need, and reading interventions (not modifications/intensive interventions) may be beneficial.

These students read independently at or above grade level.

These students are reading at or above grade level independently so an accommodation isn’t necessary. However, these students may be able to listen well above grade level and students are often exposed to text above their grade level. When exposed to difficult text, use of a text reader can be beneficial for comprehending material that would have been inaccessible otherwise.

The Protocol results should be shared with students to help them understand their learning strengths and the tools that can help them understand difficult text.