earlyReading Spanish is an assessment of essential early reading skills such as concepts of print, phonemic awareness, phonics, and fluency. These measures have been developed based on the general theory of reading in English as put forth by the National Reading Panel (2000), with considerable deliberation around and attention to issues specific to the Spanish language. FastBridge's earlyReading Spanish assessment includes a total of 12 subtests for screening and monitoring student progress.
The earlyReading Spanish subtests are: Concepts of Print, Onset Sounds, Letter Names, Letter Sounds, Word Rhyming, Word Blending, Word Segmenting, Sight Words, Decodable Words, Syllable Reading, Sentence Reading, and Oral Repetition. There are recommended combinations of subtests for fall, winter, and spring screening aimed to optimize validity and risk evaluation. Similarly, there are recommended subtests for progress monitoring at each grade. Supplemental assessments may be used to diagnose and evaluate skill deficits. Results from supplemental assessments provide guidance for instructional and intervention development. For more information regarding the individual Spanish subtests, please see the earlyReading Spanish Overview article.
CBMreading Spanish is a particular version of Curriculum-Based Measurement (CBM) of oral reading fluency, originally developed by Deno and colleagues to index the rate and level of reading achievement (Deno, 1985; Shinn, 1989). It is an evidence-based assessment used for screening and progress monitoring in Grades 1 through 5. Each passage is designed to be highly efficient and give a broad indication of reading competence. Each administration provides information on the accuracy and fluency of passage reading which can be used to determine a student’s instructional level and intervention needs.
All FastBridge Spanish assessments were developed by a team of dual-language researchers who created them using Spanish language and grammar rules. Although these assessments used similar design principles to the English versions, they are not translations of the English versions of these assessments. Instead, they are composed entirely of authentic Spanish-language passages, prompts, and rules.