Teaching · Reading Intervention

Everything that came before this intervention, from the people who were there.

Sit down with the family and go through early talking, ear infections and family history, then every kind of reading help the student has had and how it went. The summary shows the history factors that matter for reading, how many months of support came before and what to follow up.

Start an intakeWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Reading Intervention toolkit, $49 for 34 items.

The reading history

One intake per student. Use initials or a code, never a name. Works on a phone to fill in with the family. The example is made up.

Loading the form. If nothing appears, turn on JavaScript.

What you get

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

What you finish with
For each student, the early history, hearing and vision, earlier reading support with months and results, reading at home and the family’s hopes, with a summary of history factors, total months of support and follow-up questions.
Who it is for
Reading interventionists, reading specialists and special education teachers starting work with a student, and the parents and guardians who answer with them.
Format
Browser questionnaire with a support table. Several saved records; printed with the summary or as a blank paper form to send home; CSV with one row per student; 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.
K · 1 · 2
Drawn for this page. A reading history is a growth chart of its own: what was tried each year, and what it did.

How to use it

  1. Start a record with the student’s initials or a code, and say who is answering.
  2. Go through the early history together; mark Not sure rather than guessing.
  3. Record hearing, vision and glasses.
  4. Add one row for each kind of reading help the student has had, in plain words, with months and how it went.
  5. Ask about reading at home and what the family hopes, then read the follow-up list together.

Start an intake

What the history is for

Why history matters

A family history of reading difficulty, late talking and early trouble with letter names and rhymes are each linked with a higher chance of difficulty learning to read. None of them is a diagnosis, and many children with them read well; together they help a team decide how closely to watch and how early to act.

What was tried

Earlier support tells you as much as any score. A year of help built on guessing from pictures is different from a year of systematic phonics; knowing which the student had shapes what comes next.

Hearing and vision first

Before treating a reading problem, rule out a hearing or vision one. The summary flags checks more than a year old. Records use a code, never a name, and stay in this browser.

Sources

  1. Snowling, M. J., and Melby-Lervåg, M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological Bulletin, 142(5), 498–545.
  2. National Early Literacy Panel (2008). Developing Early Literacy. Washington, DC: National Institute for Literacy (early predictors such as letter knowledge and phonological awareness).
  3. Catts, H. W., Fey, M. E., Zhang, X., and Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children. Language, Speech, and Hearing Services in Schools, 32(1), 38–50.
  4. Foorman, B., et al. (2016). Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (NCEE 2016-4008). Institute of Education Sciences.
  5. Family Educational Rights and Privacy Act, 34 CFR Part 99.

The example student is made up. The intake records history; it does not screen, assess or diagnose dyslexia or any disability. Support: team@caveatacademic.com.