What type of assessment identifies students at risk for reading difficulties?

The identification of students at risk for reading difficulties is primarily conducted through screening assessments. Screening assessments are designed to evaluate and identify individuals who may need additional support or intervention in specific areas, such as reading. These assessments are typically administered early in the academic year or at key points during the educational process to catch potential difficulties before they develop into more significant challenges.

Screening assessments focus on indicators of reading success, such as phonemic awareness, fluency, and basic comprehension skills. The results of these assessments allow educators to determine which students may require further diagnostic evaluation and customized interventions tailored to their unique learning needs.

In contrast, formative assessments are ongoing checks for understanding that help inform instruction and are not specifically aimed at identification. Observational assessments involve teachers observing students in their natural learning environments, focusing on behaviors rather than direct measures of reading skills. Summative assessments are usually administered at the end of an instructional period to evaluate what students have learned, rather than identifying those at risk for difficulties. Thus, screening assessments uniquely serve the purpose of pinpointing students who may require additional help with reading.