Teaching · Related Services

Words, language, or both? Find where reading breaks down.

Enter the reading scores the way the report gives them. The summary puts them on one scale, sets word reading against listening comprehension, and checks it all against classroom reading data.

Start a findings recordWhat you get
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Included with Caveat Classroom and Whole-school licenses. Or get it in the Related Services toolkit, $99 for 152 items.

The findings record

One record per student evaluation, dated. The example is made up.

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What you get

Teaching · Related Services$12 · included with Classroom and Whole-school licenses

What you finish with
Every reading score on one yardstick, grouped by skill and read through the Simple View of Reading, set beside classroom data, with flags for the write-up and supports to discuss.
Who it is for
School psychologists, educational diagnosticians, reading specialists and evaluation team members.
Format
Browser organizer. One saved record per evaluation; printed with its summary or as a blank form; CSV of scores; 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 Related Services toolkit ($99) 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 Related Services space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
decodingc-a-t×languagewhat it means= reading comprehension
Drawn for this page. The Simple View of Reading: comprehension needs both decoding and language, so a low score in either one pulls reading down.

How to use it

  1. Write the team’s question and how much reading intervention there has been.
  2. Enter each score as the report prints it, with its metric and interval.
  3. Tag each score with the reading skill it measures. Include listening comprehension if you have it: the pattern depends on it.
  4. Add classroom reading data: fluency probes, running records, spelling.
  5. Read the flags before you write the report.

Start a findings record

What the organizer does

The Simple View of Reading

Reading comprehension depends on decoding and on language comprehension together. When word reading is low and listening is not, decoding is the barrier; when listening is low too, language needs teaching as well. Entering both is what lets the summary tell them apart.

Instruction first

IDEA says a student is not to be found eligible when the determining factor is a lack of appropriate instruction in reading, including the essential components. The record keeps how much intervention there has been beside the scores.

What it is not

It holds no norms, gives no descriptive labels and decides no eligibility or diagnosis. Supports listed are ideas for the team to weigh.

Sources

  1. Gough, P. B., and Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10.
  2. Individuals with Disabilities Education Act, 34 CFR 300.306(b)(1)(i) and 300.304(b) and (c).
  3. Foorman, B., and others (2016). Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (NCEE 2016-4008). Institute of Education Sciences.
  4. National Reading Panel (2000). Teaching Children to Read. National Institute of Child Health and Human Development.

The example student and scores are made up; test names are generic. Support: team@caveatacademic.com.