Foundation – Early Reading Profile

Year Level: Foundation

Tracking the emergence of early decoding and word reading.

The Early Reading Profile – Foundation Year is designed to track the emergence of decoding and word reading. The screen can be used to track skill development each term. The screen provides information about the development of decoding ability (i.e. blending sounds, onset-rime blending or whole word reading) in addition to assessing knowledge of phonic concepts. This allows for the identification of areas requiring targeted teaching and assists in planning and also the allocation of decodable reading books.

Once pre-reading skills have been acquired and students are beginning to decode (i.e. read) students typically require repeated practice of specifically structured reading material that gradually increases in phonic complexity and length (i.e. decodable readers). The Foundation – Early Reading Profile provides valuable information to assist in scheduling appropriate targeted reading material, the planning for areas requiring targeted teaching and evidence of skill development.

The Foundation – Early Reading Profile contains the following:

  • Exercise 1: VC Words
  • Exercise 2: CVC Words
  • Exercise 3: CVC Words With Early Stage 1 Phonics
  • Exercise 4: CCVC and CVCC Words
  • Exercise 5: Words With Late Stage 1 Phonics
  • Exercise 6: Stage 2 Words
  • Exercise 7: Stage 3 Words

Teachers administering the screen are required to record the percentage of accuracy for each level while rating the level of automaticity observed. Training to administer the screen can be found in the following online courses:

Educators should find that ‘Foundation – Early Reading Profile’ outlines a fairly standard SSP progression which can be utilised in conjunction with other evidence-based SSP programs. See our Copyright Terms of Use at https://pld-literacy.org/copyright/.

  • Foundation - Early Reading Profile
    Assessments for students experiencing difficulty within Stage 1 – Target 1,2,3

    If students are experiencing difficulty at a stage 1 level (and as a consequence are not progressing at a rate that is pleasing) PLD recommends the presentation of the relevant short investigation to determine the basis of the difficulties.

    These screens have been designed to identify why students are not progressing or why they are experiencing difficulties acquiring skills. The screens highlight what additional skills

  • Foundation - Early Reading Profile
    Foundation Pre-Literacy Screen

    Revised for 2020.

    The Foundation Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will impact later reading, spelling and phonic development.

  • Foundation - Early Reading Profile
    Early Years Pre-Literacy Screening

    The Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will impact later reading, spelling and phonic development.

    The screen focuses on two main skills: 1. Phonological Awareness: the ability to attend to the phonological structure or sound structure of words. 2. Alphabetic

  • Foundation - Early Reading Profile
    PLD’s 2020 Whole School Literacy Plan

    The document outlines how to implement PLD’s literacy, Movement and Motor and Oral Language resources during the Early Years, Foundation, Year 1 & 2 and across Years 3 to 6. Each page provides suggested time frames and implementation recommendations.

    The purpose of this document is to provide an implementation outline to assist schools in scheduling the PLD programs within a broad school-based strategy. When

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