Early Years Pre-Literacy Screening

Year Level: Early Years

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 Knowledge: or more specifically letter-sound identification

Both skills have been identified in education, speech pathology, educational psychology and dyslexia research as predictors of success and difficulties in reading performance.

Assessment 1 Early Years Pre-Literacy Screen (Option 1)

  • This screen tracks the development of syllable segmentation, initial phoneme isolation, half of the alphabet and onset and rime blending.

Assessment 2 Early Years Pre-Literacy Screen (Option 2)

  • This screen tracks the development of syllable segmentation, initial phoneme isolation, the alphabet and blending of onset and rime and three phonemes.

The stimulus sheets are available in cursive and Foundation Font. Even from the Early Years, 1 minute sub-tests should be scheduled each term, so that over the school year students ideally should acquire each of the pre-literacy skills outlined in Option 1 or Option 2 of the Early Years screening tools. Please note that the test results can be applied directly to excel tracking sheets. Request the Early Years to Year 6 student tracking spreadsheets here.

  • Early Years Pre-Literacy Screening
    Early Years Screening & Tracking Manual

    The Early Years Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended that the screens are administered following a solid period of repeated targeted instruction as outlined in the PLD Early Years Teaching Sequence Manual. In this way, the screens function as […]

    The Early Years Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended

  • Early Years Pre-Literacy Screening
    Early Years to Year 6 Assessment Schedule

    The following Early Years to Year 6 full year assessment schedule and scope and sequence outlines have been provided as a general term-by-term guide from which schools can adapt their scheduling. While some students will progress faster and some slower, these plans should be considered for the bulk of students. Screening and tracking is an […]

    The following Early Years to Year 6 full year assessment schedule and scope and sequence outlines have been provided as a general term-by-term guide from

  • Early Years Pre-Literacy Screening
    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.

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

    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

This download outlines how PLD programs link to the ACARA National Curriculum year level content descriptions.

  • Early Years Pre-Literacy Screening
    PLD’s Alignment to the Australian National Curriculum

    How does PLD align to the Australian National Curriculum?

    In the attached download we have outlined where PLD applies to each year level, the content code and descriptor and the related PLD programs.  

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    Phonological awareness (and more specifically phonemic awareness) appears to unlock the mystery of word recognition and spelling. Once a child is conscious of the sounds that comprise words, the mapping of the sounds to the alphabetic system occurs with much greater ease. The phonemic awareness pre-requisite for reading simple regular CVC [consonant-vowel-consonant] words such as ‘fig’, ‘tin’ and ‘mat’ is the skill of blending. First students must learn to blend at an onset and rime level. E.g. ‘Listen carefully and put these sounds together and guess this word:’ ‘f’ (one second pause) ‘ig’?’ Students then learn to blend at the phonemic or individual sound level: E.g. ‘Listen carefully and put these sounds together and guess this word; ‘m’ (one second pause) ‘a’ (one second pause) ‘t’? Answer: ‘mat’. The Phonemic Awareness Skill for Reading: Blending Despite the research supporting the importance of blending, this skill is too often overlooked. The negative side of presenting reading activities without attention to the pre-requisite skill is that it does not set up all children for success. Within Learning to Blend Onset and Rime for Early Years and Foundation, the phonemic awareness skill of blending is targeted. Blending represents an immediate precursor to decoding ability. The colour card sets form the basis of short explicit instruction sessions. The scripted instructions provide clear guidelines on how to effectively teach blending. When this program is used in conjunction with screening this program forms a significant component in a school’s preventative/early intervention strategy.   Includes: A no-preparation required spiral bound A5 full colour flip book. Introduction/Note from the author. Over 40 coloured picture which develop the skill of blending. Each card has specific scripted instructions. A progress check/skill assessment to review readiness for reading. Aim for 2-3 minutes of blending several times a day. The programs within the range include: Learning to Blend Three Phonemes Learning to Segment CVC Words This product is mentioned in the Early Years Teaching Sequence Manual on page 6 and the Foundation Teaching Sequence Manual on page 7.

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