Teaching · Reading Intervention

Awareness, memory and naming, side by side.

Enter the oral awareness tasks, nonword and sentence repetition, and a timed naming chart. The summary sets each task against your own criterion, puts the weak ones in teaching order, and notes the patterns worth raising with the school team.

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$12one-time · every device you sign in on
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Included with Caveat Classroom and Whole-school licenses. Or get it in the Reading Intervention toolkit, $49 for 34 items.

The profile

One record per student and round of tasks. Use initials or a code, never a name. The example is made up.

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What you get

Teaching · Reading Intervention$12 · included with Classroom and Whole-school licenses

What you finish with
For each student, percent correct by awareness task, tasks to teach first, memory and naming results, and screening notes for the team.
Who it is for
Reading intervention and special education teachers, and reading specialists, placing students and planning phonological lessons.
Format
Browser form used during or after short oral tasks. Several saved rounds per student to compare over time; printed with the summary or as a blank record sheet; CSV; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Reading Intervention toolkit ($49) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Reading Intervention space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
spothear it, hold it, name it fast
Drawn for this page. Awareness, memory and naming are three different jobs; a student can be strong in one and weak in another.

How to use it

  1. Start a record with the student’s initials or a code and the date.
  2. Set your working mastery criterion.
  3. Enter each awareness task with items correct and items given.
  4. Add nonword repetition and a timed naming chart.
  5. Teach from the list the summary gives, and share the notes with the team.

Start a profile

What the profile is for

Three parts

Phonological awareness is noticing and changing the sounds in spoken words. Phonological memory is holding sounds in mind for a moment, as in repeating a made-up word. Rapid naming is how quickly a student retrieves names for familiar symbols. Each is linked with learning to read, in different ways.

Naming and awareness together

Wolf and Bowers described students weak in both awareness and naming speed as having a double deficit, with more persistent reading difficulty than students weak in one. Here that is a reason to raise a concern, not a label.

What this is not

These are informal tasks scored against your own criterion. The organizer holds no norms and gives no standard scores; a school evaluation decides whether a disability is present.

Sources

  1. Wagner, R. K., and Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192 to 212.
  2. Wolf, M., and Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415 to 438.
  3. National Reading Panel (2000). Teaching Children to Read, report of the subgroups: phonemic awareness instruction.
  4. Kilpatrick, D. A. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. Wiley (the order in which awareness skills develop).

The example student and scores are made up. Informal tasks screen and guide teaching; they do not diagnose dyslexia or any disability. Support: team@caveatacademic.com.