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Secondary Reading Program Placement

No matter which school-wide model of reading intervention is used at the middle or high school levels, the problem of proper reading placement is common to all. School counselors, administrators, and/or staff making student course schedules typically have little reliable data upon which to make these placements. Using longitudinal standardized test data and input from elementary or middle school teachers can serve as initial placement criteria, but this is far from a perfect process. More on this initial screening here.

Once student schedules have been set, it is frequently a logistical nightmare to make changes. Class sizes, other course placements (such as with math levels), and parent input all are part of the decision-making process. Every set-in-stone any placement process will have exceptions. New students and student transfers throughout the year come to mind. Administrators who value the importance of reading will ensure the flexibility of the process to prioritize student needs over programmatic concerns.

Once school has started in the fall, it does make sense to have a “weeding out” and “weeding in” assessment process in place to confirm proper placement for reading intervention. This is important for already-placed and yet-to-be-placed students.

Now, an initial caveat is in order before I address this important issue of finding out what students know and don’t know. I do buy into the Response to Intervention (RTI) model that minimizes tracking and promotes differentiated instruction. Most all students should be in heterogeneously mixed Tier I classes in which well-trained teachers differentiate literacy instruction. However, some mix of push-in, pull-out instruction makes sense for Tier II and III students.

Secondary Reading Program Placement Assessments

Now as to the assessments themselves… Why waste time and money on an achievement test that purports to determine reading levels when diagnostic assessments will provide teachers with both the sorting data and the data that can be used to differentiate instruction? Killing two birds with one stone makes sense. So, which initial diagnostic assessments are needed to double-check initial placements and place new students?

I suggest whole-class diagnostic assessments in phonemic awareness, phonics, spelling, and individual oral fluencies as placement tests. Use mine for free.

How much time will these screening assessments take to administer and record?

The comprehensive phonemic awareness tests (26 minutes), phonics (22 minutes), spelling (22 minutes), and fluency assessment (2 minutes per student) are well worth the minimal investment in time. Note that the first three of the assessments include audio files.

Now, of course these assessments are not the only ones we should use in reading intervention (Tier II and III) classes, but they will more than suffice as a Harry Potter sorting hat.


Each of the above resources is included for teachers to review components of my two reading intervention programs. Click on the provided links to view video overviews and to download sample lessons.

Intervention Program Science of Reading

The Science of Reading Intervention Program

Pennington Publishing provides two reading intervention program options for ages eight–adult. The Teaching Reading Strategies (Intervention Program) is a full-year, 55 minutes per day program which includes both word recognition and language comprehension instructional resources (Google slides and print). The word recognition components feature the easy-to-teach, interactive 5 Daily Google Slide Activities: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spelling Independent Practice 4. Heart Words Independent Practice 5. The Sam and Friends Phonics Books–decodables 1ith comprehension and word fluency practice for older readers The program also includes sound boxes and personal sound walls for weekly review.  The language comprehension components feature comprehensive vocabulary, reading fluency, reading comprehension, spelling, writing and syntax, syllabication, reading strategies, and game card lessons, worksheets, and activities. Word Recognition × Language Comprehension = Skillful Reading: The Simple View of Reading and the National Reading Panel Big 5.

If you only have time for a half-year (or 30 minutes per day) program, the The Science of Reading Intervention Program features the 5 Daily Google Slide Activities, plus the sound boxes and personal word walls for an effective word recognition program.


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