aReading
aReading is a computer-administered adaptive screener that measures broad reading ability and predicts overall reading achievement. Items were developed for students in grades K-5 to target concepts of print, phonological awareness, phonics, vocabulary, and comprehension. Items developed for middle and high school grade levels target orthography, morphology, vocabulary, and comprehension.
aReading includes measures from the Lexile® Framework for Reading, which provides a mechanism for matching each student’s reading ability with text such as books or reading passages. This enables educators, caregivers, and students to identify texts that will appropriately challenge students and help them become better readers.
The FastBridge adaptive assessments for reading and math reduce testing time by up to 50-95% when compared with traditional screeners. Our extensive research has enabled the aReading test of 30 to 60 items to replace a traditional test of about 100 items with equal or greater accuracy and actionable results.
The type of questions and response format is substantially similar to many state-wide assessments (i.e., multiple choice, fill in the blank). There are both auditory and visual stimuli presented for each question.
The assessment is based on ten years of research that built upon the recommendations of the National Reading Panel (2000). It is also cross-walked to the National Common Core Standards (2010).
Substantial research evidence shows that aReading provides a robust estimate of broad reading achievement in grades K-12. It is useful to predict performance on high-stakes assessments (e.g., state tests). aReading received the highest possible rating for validity, reliability, and diagnostic accuracy from the National Center on Multi-Tiered System of Supports, formerly the National Center for Response to Intervention.
Screening
aReading is designed to be used by teachers to screen students and estimate annual growth with tri-annual assessments (i.e., fall, winter, spring), and may also be used two to three times a year to evaluate annual growth. Benchmark standards (i.e., “cut scores” or “targets”) are built into the system to assist in determining which students are at-risk for academic failure versus those who are on track to be successful. With these data, educators are able to provide targeted interventions to students in need and also inform instructional decisions for students who are on track and high-performing.
Progress Monitoring
aReading is not intended for progress monitoring. FastBridge recommends that frequent progress monitoring be done using the earlyReading and/or CBMreading assessments.
Administration
aReading is a simple and efficient procedure that is fully automated. It may be administered individually or by group. Browser-based software adapts and individualizes the assessment for each child so that it functions at the child’s developmental and skill level. The adaptive nature of the test makes it more efficient and more precise than paper-and-pencil assessments.
