With assessments built in, a solid phonics program, and a rigorously taught core reading curriculum, our school should see kindergarten and first-grade students reading fluently at grade level. However, we continue to see low reading levels on screeners and nationally normed comprehensive diagnostic assessments. This paper aims to show the importance of using a screener to inform instruction in small, specifically targeted groups for a determined duration in time, directly related to deficits seen in the resulting data from these assessments.

Exit Requirement

Professional Project

Date of Award


Degree Name

Master of Science in Education: Reading

Committee Chair

Joshua Schulze

Committee Member

Chloe Hughes

Committee Member

Lin Wu


Tier II, Assessment, data-driven instruction, phoneme, fluency



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