Acadience Reading is a set of curriculum-based measures for reading that assesses student development as a reader. Each assessment is designed for a specific grade level ranging from K-6 and measures critical skills for early readers.
Schools use school-wide data for program evaluation. Schools also use the data for universal screening and progress monitoring to determine the appropriate supports for each student.
Acadience Reading Assessments
First Sound Fluency (FSF)
A student listens to a word and repeats the first sound. This measures the student’s phonological awareness, or the ability to hear critical sounds in the spoken word.
Letter Naming Fluency (LNF)
Grades K-Early 1st
A student is presented with a list of randomly ordered letters and verbally identifies each one. LNF is a good predictor for a student’s future reading ability.
Phoneme Segmentation Fluency (PSF)
Grades K-Early 1st
A student listens to a word with three or four phonemes. The student then states each phoneme. This measures the student’s phonological awareness through the direct assessment of their ability to segment a spoken word into sound segments.
Nonsense Word Fluency (NWF)
Grades K-Early 2nd
A student is presented with a list of nonsense words (e.g., "pov") and reads them aloud. This measures the student’s ability to make letter sound correspondences and the ability to blend letter sounds into words.
Oral Reading Fluency (ORF)
A student reads aloud from a passage for one minute as each word said correctly is tallied. This measures advanced phonics and word attack skills, accurate and fluent reading of connected text, and reading comprehension. There are two components to ORF: part one is oral reading fluency and part two is passage retell.
Daze is a cloze test, which means students read passages with missing words and identify what word should appear. The student chooses from a list of three options for each missing word. The assessment measures the student's ability to construct meaning from text using word recognition skills, background information and prior knowledge, familiarity with linguistic properties such as syntax and morphology, and cause and effect reasoning skills.
Administering the Assessment
A trained Acadience Reading Mentor provides training and guidance for school staff on how to administer the various Acadience Reading assessments. Other than the Daze, the assessments must be administered to students in a one-on-one setting. Because the Daze is a written assessment, multiple students can complete it at once with a single assessor.
Schools may choose to use class time for universal screening. In this model, each student will be dismissed individually to go work with the classroom teacher or other staff member on the assessment.
However, a school-wide activity may be a more efficient option. Schools may schedule screening to occur on a single day for all students in a single location (e.g., a school auditorium). Classes are sent one at a time to a team of assessors who systematically administer assessments one-on-one to each student.
- For universal screening, administer during screening windows.
- Progress monitoring for students who score “below benchmark” should be done every two to four weeks to examine progress made as a result of intervention.
- Progress monitoring for students who score “well below benchmark” should be done every one to two weeks to examine progress made as a result of intervention.
- Assessments range from 3 to 11 minutes per student.
- Assessors mark student scores on assessment materials.
- Student scores are submitted to a designated individual to enter into Acadience Data Management.
- Acadience Data Management reports generate grade-level data which is provided to the systems coach. The systems coach enters the grade-level data into MiMTSS Data System during the data review coaching support session.