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Final Paper Assignment
Alina Frey
EDUC302
Liberty University
Professor: Melanie Kesler
October 10, 2025
Question # 1
Why is it important to use screeners to assess literacy skills in the primary grades? What skills
should be assessed in Kindergarten, Grade 1, 2, 3?
Screening assessments is a short process that can predict risks in students with
difficulties in school, such as reading, writing, spelling or math. Research shows that schools
should implement early and universal screening programs for all students in kindergarten
through first and second grade (Vaughn & Fletcher, 2020). The screeners should occur at least
once a year to identify potential risks for dyslexia and other reading disabilities. Using screeners
helps capture each student's reading and language strengths and weaknesses in key early stages
of development. (Catts &Hogan, 2021). Early detection of young students who require further
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support is facilitated by screening. This is the first stage in giving students clear and concise
intervention to help them achieve their learning challenges. The screening should be quick,
simple to conduct, accurate and trustworthy, timely, and educational. Assessing the following
particular skills at each grade level seems to be the most effective way to screen for reading
risk. I believe phonological awareness, quick automated naming, letter-sound association, and
phonological memory exercises are among the abilities that should be taught in kindergarten.
First-grade assignments should incorporate phoneme awareness and segmentation, letter
manipulation, non-word repetition, oral vocabulary, and fluency. In second, third grade and up,
skills like; word identification, oral reading fluency and reading comprehension tasks should be
included in the assessments. There are many things to consider when you're selecting a type of
screener for the students. It’s crucial that it's designed for the developmental level and specific
literacy skills appropriate to each grade. An effective screener must be sensitive enough to
detect early signs of reading problems while also distinguishing between students who need
targeted interventions and those who are developing at a usual level (Vaughn & Fletcher, 2020).
Teachers should choose screening tools that are based in evidence, that are reliable, and that
match with state standards. When implemented consistently, high-quality screeners provide
teachers with valuable data that guides instruction, supports differentiation, and ultimately
fosters stronger literacy outcomes for all students (National Center on Improving Literacy,
2019).
Question # 2
What impact do vocabulary deficits have on reading comprehension?
Reading comprehension can be greatly impacted by vocabulary deficiencies, and realizing this
can revolutionize literacy development. It might be difficult for readers to properly understand
phrases and paragraphs when they are presented with a limited vocabulary. This difficulty
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usually causes readers to stumble over unfamiliar terms, which breaks the flow and impairs
understanding in general. On the other hand, readers who have a larger vocabulary are better
equipped to use context clues, which helps them deduce the meanings of unknown words and
improves their comprehension without constantly consulting a dictionary. Kuvan, (2013).
Cognitive skills and vocabulary are closely related. Readers who have a large vocabulary are
better able to make connections and understand texts' deeper meanings. Deficits in vocabulary
can also cause irritation, which lowers a reader's self-esteem and drive. This can lead to a
vicious cycle in which readers who lack confidence read less and miss out on opportunities to
increase their vocabulary. A wider vocabulary, on the other hand, can promote frequent reading
and increase enjoyment, resulting in a more favorable relationship with literature, (NPL, 2002).
Think about adding useful techniques to your routine to address vocabulary deficiencies and
enhance understanding. New words and situations can be introduced by regular reading in a
variety of genres. Learning can be reinforced by keeping a vocabulary notebook in which you
record new terms and their definitions. Talking with others about books or other subjects you
are interested in might introduce you to new words and strengthen your comprehension.
Learning new words may be enjoyable and participatory when word games like Scrabble or
crosswords are incorporated. Although there is no denying the value of vocabulary, some
experts advise against placing too much emphasis on vocabulary lists. They contend that doing
so would inhibit the enjoyment of reading and instead support a well-rounded strategy in which
vocabulary acquisition is organically incorporated into conversation and reading. According to a
unique yet intriguing point of view, some people might gain more immediate and useful
advantages by concentrating on terminology related to their hobbies or professions.
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References:
Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary
instruction (2nd ed.). Giulford Press.
Catts, H. W., & Hogan, T. P. (2021). Assessment of reading and language. In A. S. Davis (Ed.), The
Cambridge handbook of applied school psychology (pp. 382-398). Cambridge
University Press.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the
scientific research literature on reading and its implications for reading instructions.
U.S. Department of Health and Human Services, National Institue of Child Health and
Human Development.
Vaughn, S., & Fletcher, J. M. (2020). Identifying and teaching students with significant reading
problems. Reading Research Quarterly, 55(S1), S343-S360.
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