• Low NWF/CLS and Low WWR? Indicates a significant weakness in basic phonics skills and decoding. Focus on explicit, systematic phonics teaching with a strong emphasis on blending sounds to read words, using activities like segmenting and blending sounds into words practice with simple CVC words (Tap it. Map it. Graph it. Read it.), and frequent review of foundational phonics concepts. Section 3: Word Recognition

• High NWF/CLS and Low WWR? Indicates they are strong at decoding individual sounds within words but struggle to blend those sounds together to read whole words fluently; this suggests a need for focused instruction on orthographic mapping strategies. Section 3: Word Recognition

• High NWF/CLS and High WWR? Indicates a strong foundational phonics skills and a good ability to decode words, allowing you to focus instruction on building fluency, vocabulary, and comprehension strategies, rather than basic decoding mechanics. Sections 4: Vocabulary & Section 5: Language Comprehension

• Accuracy <95%? Indicates a need for explicit phonics instruction, repeated reading with targeted feedback, pre-teaching key vocabulary, and utilizing decodable texts to improve decoding skills and build fluency with word recognition, while also incorporating strategies to support comprehension and expression. Section 3: Word Recognition

• Slow Fluency and >=95% Accuracy? Address fluency, while maintaining accuracy with suggested instructional recommendations including: repeated reading with a focus on phrasing and expression, guided oral reading with targeted feedback, utilizing audio-assisted reading, incorporating partner reading, and practicing high-frequency words in context to build automaticity and improve reading pace. Section 4: Vocabulary & Section 5: Language Comprehension

• Strong Fluency and Weak Retell? Address retell, while maintaining fluency with suggested instructional recommendations including: repeated reading with comprehension checks, modeling fluent reading with emphasis on key details, partner reading with discussion prompts, and explicit instruction on story structure and important elements to help students extract key information and retell stories more effectively . Section 4: Vocabulary & Section 5: Language Comprehension

• Fast Fluency (AKA Speed Reader) and Low Comprehension? Teach self-monitoring strategies and model expressive reading. Focus on instructional strategies that build deeper understanding of the text by explicitly teaching vocabulary, model purposeful think-alouds, questioning techniques, and utilizing text-based comprehension strategies, while still providing opportunities for repeated reading to maintain fluency, including: modeling fluent reading, paired reading with comprehension checks, close reading activities, vocabulary pre-teaching, and frequent comprehension questions throughout the text; ensure students are actively engaging with the material beyond just decoding words quickly Section 4: Vocabulary & Section 5: Language Comprehension

• Weak Retell and Limited Vocabulary? Strengthen Tier 2 and Tier 3 vocabulary with direct instruction and structured oral language activities. In addition, focus on instructional strategies including: pre-teaching key vocabulary, using graphic organizers, model purposeful think-alouds, share frequent read-alouds, providing visual aids, modeling retelling, asking open-ended questions, and incorporating hands-on activities to build comprehension and vocabulary depth Section 4: Vocabulary & Section 5: Language Comprehension

Links are sections from the Science of Reading & Dyslexia Toolkit. 🔧

If you are using Acadience Reading K-6 for your assessments, I wanted to make sure that you were aware of all the incredible reports that are available to you! 🤩 Some reports are available to district administration, while others are available to schools.

You can check out this Acadience Reading Sample Reports document, to help familiarize yourself with the various reports.

Some of my most favorite and most helpful reports include:

• Benchmark Scores Table

• Classroom Report

• District Overview

• Initial Grouping Suggestions

• Student Pathways of Progress

• Pathways of Progress Report