Teaching · Reading Intervention

How a student sees themselves as a reader, in their own answers.

Read eleven short statements to the student and let them choose: that’s me, sort of, or not me. Three more ask about reading in front of others. The summary shows where confidence is thin, which strategies they do not have yet and what they would like to read.

Start a surveyWhat 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 survey

Big buttons, one statement at a time if you scroll on a phone. Use initials or a code, never a name. 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 and date, their answers to eleven statements in four groups and three worries, two answers in their own words, and a summary that counts each group, names the strongest, lists the worries and the strategies to teach first. Give it again at the end of an intervention and compare the two printouts.
Who it is for
Reading interventionists, reading specialists and teachers starting or reviewing an intervention with a student in grades 2 to 8.
Format
Browser survey with large answer buttons. Several saved records; printed with the summary or as a blank paper form; CSV with one row per survey; 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.
me?
Drawn for this page. How a student sees themselves as a reader shapes whether they keep going when a page gets hard.

How to use it

  1. Start a record with the student’s initials or a code and today’s date.
  2. Choose how you will give it. For a student who finds reading hard, read every statement aloud.
  3. Tell the student there are no right answers, then read each statement and let them choose.
  4. Write down exactly what they say to the two open questions.
  5. Read the summary together if it helps, and use Copy to a new date when you give it again.

Start a survey

What the survey is for

Why ask

Students who believe they can read well and who see reading as worth doing tend to read more, and reading more builds skill. A student who dreads reading aloud or pretends to read is telling you what to plan around. The survey gives that a few minutes at the start of an intervention.

Not a score

The statements are written for this page and have no norms, so there is no total and no comparison with other students. Counts within a group show where a student feels strong or unsure today; the student’s own words matter more than the counts.

Read it aloud

A survey about reading should not depend on reading. Read the statements aloud unless the student reads comfortably, and give it in the home language when that is the language they think in. Records use a code, never a name, and stay in this browser.

Sources

  1. Guthrie, J. T., and Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil et al. (Eds.), Handbook of Reading Research (Vol. 3, pp. 403–422). Mahwah, NJ: Erlbaum.
  2. Henk, W. A., and Melnick, S. A. (1995). The Reader Self-Perception Scale (RSPS): A new tool for measuring how children feel about themselves as readers. The Reading Teacher, 48(6), 470–482 (background; no items are used here).
  3. Schunk, D. H., and Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading and Writing Quarterly, 23(1), 7–25.
  4. Morgan, P. L., and Fuchs, D. (2007). Is there a bidirectional relationship between children’s reading skills and reading motivation? Exceptional Children, 73(2), 165–183.
  5. Family Educational Rights and Privacy Act, 34 CFR Part 99.

The example student is made up. The survey records how a student describes themselves; it has no norms, gives no score and does not assess reading. Support: team@caveatacademic.com.