Teaching · Reading Intervention

The words, the meaning, or both: start with what the teacher sees.

The teacher marks sixteen signs from guessing at words to missing the main point, then answers one question that does most of the sorting: does the student understand the same text when it is read aloud. The summary names the pattern to check first and the next step for it.

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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 survey

One survey per student. 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, the teacher’s marks on sixteen reading signs grouped by part of reading, the answer to the read-aloud question, current support and response, the latest screener result and one reading moment in the teacher’s words. The summary names the pattern to check first, with the next step.
Who it is for
Classroom teachers raising a reading concern, and the reading interventionists, reading specialists and student support teams who read their reports.
Format
Browser survey. Several saved records; printed with the summary or as a blank paper form; 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.
wordsmeaning
Drawn for this page. Comprehension needs both spans: reading the words and understanding the language. The read-aloud question tells you which one has the gap.

How to use it

  1. Start a record with the student’s initials or a code.
  2. Mark the grade, the reading support the student gets now and how they have responded to it.
  3. Mark each sign often, sometimes or not seen, thinking of the last few weeks.
  4. Answer the read-aloud question honestly; mark Not sure if you have not tried it, then try it.
  5. Add the latest screener result in words and one reading moment, then print the summary for the team.

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What the survey is for

Two halves of reading

Reading comprehension depends on two abilities: reading the words accurately and quickly, and understanding the language once the words are known. A student who understands a grade-level text read aloud but not the same text read alone usually needs work on the words. A student who struggles either way needs work on language as well. The survey asks the question that tells them apart.

A pattern, not a label

The pattern is where to look first, using a phonics or decoding diagnostic, a fluency measure or a look at vocabulary and oral language. It is not a finding of dyslexia or any disability; only an evaluation can say that. A student can be referred for an evaluation at any time; an intervention does not have to come first.

Teacher input is evidence

Teachers see a student read every day in real texts. Written down this way, their observations sit beside screening data and the family’s view. Records use a code, never a name, and stay in this browser.

Sources

  1. Gough, P. B., and Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10 (the simple view of reading).
  2. Hoover, W. A., and Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160.
  3. Foorman, B., et al. (2016). Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (NCEE 2016-4008). Institute of Education Sciences, What Works Clearinghouse.
  4. Individuals with Disabilities Education Act regulations, 34 CFR 300.111 (child find) and 300.309(b) (data showing appropriate instruction); OSEP Memo 11-07 (2011) on intervention not delaying an evaluation.
  5. Family Educational Rights and Privacy Act, 34 CFR Part 99.

The example student is made up. The survey records a teacher’s observations; it does not screen, assess or diagnose, and it holds no state rules. Support: team@caveatacademic.com.