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To sort students into these two categories, a screening measure does not need to be very comprehensive, it merely needs to focus on a specific skill that is highly correlated with a broader measure of reading achievement and that results in a highly accurate sorting of students.ДЄs practiced in many schools, screening is a high-stakes assessment (Davis, Lindo, & Compton, 2007). Screening measures are designed to quickly sort students into one of two groups: 1) those who require intervention and 2) those who do not. Screening measures, by definition, are typically very brief assessments of a particular skill or ability that is highly predictive of a later outcome. What Screening Processes Have Been Used to Identify Student at Risk for Reading Problems? Universal screening within a Response-to-Intervention (RTI) framework is an important tool in the process of identifying students who require early reading intervention. Given the importance of early intervention, as well as the importance of reading across the curriculum and grade levels, students who require intervention need to be identified as soon as possible. Struggling readers who do not receive early intervention tend to fall further behind their peers, in some cases to the point that their reading difficulties become intractable (Stanovich, 1986). A large body of evidence supports early intervention for struggling readers (Snow, Burns, & Griffin, 1998). Even with a strong instructional program, some students will require additional support to become good readers.

Many students, however, fail to develop the prerequisite skills and knowledge that enable them to become good readers (Spear-Swerling & Sternberg, 1994). Instructional research on reading has indicated that children develop these abilities best when provided with systematic and explicit instruction, when exposed to rich language and literary environments, and when exposed to appropriate developmental opportunities and environments at the earliest ages. The ability to read naturally and effortlessly (fluency). As reported by the National Reading Panel (National Institute of Child Health and Human Development, 2000), although the path may differ slightly based on individual experiences, children generally require the following to learn to read well:

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Decades of reading research have provided a good blueprint for understanding how children learn how to read. Without this foundation, students will struggle to achieve academically in not only reading and writing, but also in areas such as math, science, and social studies.

Learning to read lays the foundation for future learning and understanding across all areas of the curriculum. Learning to read is arguably the most important work of students in the early elementary grades.

National Center on Response to Intervention Tools Charts.

Progress Monitoring Within a Multilevel Prevention System.

Screening for Reading Problems in Grades 4 Through 12.

Screening for Reading Problems in Preschool and Kindergarten.

Universal Screening for Reading Problems: Why and How Should We Do This?.