Download

Download Full Text (893 KB)

Description

Reading proficiency scores are low throughout the nation. Reading proficiency is a foundational skill that supports academic success across all content areas. Skilled reading involves multiple interrelated components. Assessment can support teachers to identify skill deficits and inform instruction; however, rural teachers lack the time, resources, and specialized support to translate the data into effective instruction and interventions. To better contextualize this need, we received 59 surveys from South Dakota teachers with 23 of the surveys being valid responses, finding that teachers feel prepared to teach reading and struggling readers. Teachers reported that they spend relatively little time in assessment, and they frequently make data-backed decisions. However, on the assessment knowledge survey questions, respondents showed low actual preparedness to use assessment data based on their responses. To help teachers translate the assessment data they have, we are developing and testing a data-driven tool to aid teachers to efficiently identify student skill deficits, through research-backed selection of diagnostics. From this diagnostic data our tool groups and suggests efficient, relevant, evidence-based interventions. Ultimately with the goal that rural teachers receive the critical support and structure to effectively use reading assessment data to increase student literacy outcomes.

Publication Date

2026

Streamlining Literacy Assessment

Share

COinS