The ‘Early Reading Profile’ presents an evidence based alternative to whole language type reading assessments.
It is a quick single word reading assessment. It presents words that gradually increase in length and phonic complexity. The progression reflects PLD’s structured synthetic phonics approach. The assessment takes minutes to present, and should determine the level of the decodable readers that are required for home reading and in-class shared reading.
This ‘Early Reading Profile’ is ideally designed for the initial two or three years of schooling (when students are first learning to read). However older students still operating at a junior primary level, will benefit from the effort of teachers to track their development and to match decodable reading material to their exact level of operation.
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:
The full screen is found in the 2018 edition of the Phonic Sight Word Sequence.
The screen is designed for students who are starting to read, in the Foundation school year and should continue to be administered at regular intervals (e.g. each term of semester) in Year 1 and 2 (or until students are able to read all words accurately and automatically). Once students reach this level, the screen has done its job. Some students reach this point by the end of Year 2. It is also common that a proportion of middle and upper primary students are still operating at a junior primary level and would benefit from this screening tool.
FYI – some SSP’s will reverse stage 1 target 2 and 3 . It is true that as some students as they acquire CVC skills they soon after or simultaneously acquire CCVC and CVCC word skills. In the PLD process, after CVC skills have been acquired, some early phonics instruction is scheduled, before CCVC and CVCC and target 5 phonic concepts are presented.
Educators should find that ‘Early Reading Profile’ outlines a fairly standard SSP progression which can be utilised in conjunction with other evidence-based SSP programs.
Whole Year Scope and Sequence Overview: Early Years to Year 6
The following Whole Year Scope and Sequence Overview tables feature adaptable outlines for scheduling Literacy, Oral Language, and Movement and Motor activities and screening.
These are provided as a general overview that educators from the Early Years through to Year 6 can adapt according to their school requirements. While
Assessments for students experiencing difficulty within stage 1
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.
Each screen provides a range of general recommendations at the bottom of each page. Specific training may be required: Teaching students unable to read,
The 2019/20 Phonic & Sight Word Sequence Placement Test
The Phonic Sight Word Sequence placement test, is designed to very quickly establish the range in ability within a class, and provide the stages or levels for which explicit, structured teaching is required.
Furthermore, the class profile data can easily be plotted on excel or Google sheets. Upon request, these school tracking sheets can be supplied free of
Foundation Pre-literacy Screen
The tracking of student skill development is central to the PLD process.
From Term 1, pre-reading and pre-spelling skills should be explicitly taught. Please refer to the ‘Whole School Literacy Plan’ booklet. The Foundation pages outline a
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