What is VALLSS K-3?
VALLSS is the Virginia Language and Literacy Screening System that gives a snapshot of critical literacy skills. Aligned with the newest reading science, this screening system measures components of reading that are key for comprehension. VALLSS identifies students at risk for developing reading difficulties and provides instructionally-useful information to target instruction.
What is a literacy screener?
A literacy screener is a test or assessment designed to identify students who may be at risk for developing reading difficulties. Early screening is critical because risk for reading difficulties can be detected as early as kindergarten. It is important to screen for reading difficulties early in students’ school careers, so classroom instruction can be tailored to their needs. By responding to students’ needs, they have the best chance to catch up.
What is literacy and language development?
Literacy means that someone can read and write. Language development is the ability to understand and use spoken language. The goal of reading is to be able to understand (comprehend) what you read.
In order to read, students must be able to:
- decode – blend sounds together to read words
- encode – spell words
- understand and use language
What subtests are included in VALLSS?
Code-based
| VALLSS Subtests | Description | Grade |
|---|---|---|
| Letter Names | Name upper- and lowercase letters to measure letter name knowledge | K |
| Letter Sounds | Say letter sounds when presented with a pair of upper- and lowercase letters (e.g., Ee) to measure letter sound knowledge | K-1 |
| Beginning Sounds Expressive | Say the first sound of a word or say a word that starts with the same sound as the given word to measure pulling sounds apart | K |
| Phoneme Blending | Listen to sounds and blend them together to say a word to measure putting sounds together | K |
| Phoneme Segmenting | Listen to a word and break it into sounds to measure breaking sounds apart | K-3 |
| Encoding | Spell words to measure application of phonics skills | K-3 |
| Real Word Decoding | Read words to measure application of phonics skills | K-3 |
| Pseudoword Decoding | Read made up words to measure application of phonics skills | K-3 |
Language Comprehension
| VALLSS Subtests | Description | Grade |
|---|---|---|
| Oral Reading Fluency (ORF) | Read passage to measure the number of words read correctly in one minute | 1-3 |
| Passage Retell | Listen to and retell a story to measure oral language knowledge and skills | K-3 |
| Expressive Comprehension Questions | Answer questions after listening to a story to measure listening comprehension | K-3 |
| Nonsense Sentences | Repeat silly sentences to measure grammar | K-3 |
| Relational Vocabulary | Choose a picture after listening to a sentence to measure vocabulary | K |
| Vocabulary Fluency | Say the name of pictures quickly to measure vocabulary | K-3 |
Rapid Automatized Naming (RAN)
| VALLSS Subtests | Description | Grade |
|---|---|---|
| Rapid Automatized Naming (RAN): Letters | Say the name of repeated letters quickly to screen for processing difficulties | K-3 |
What do VALLSS scores tell you?
VALLSS scores help us determine If your child is at risk for developing a reading difficulty and in what components of literacy your child needs further instruction. After all of the subtests are completed, the student will receive an overall band of risk. These bands are:
- High-risk: Support is on the way! A high-risk band indicates that your child is significantly behind in basic literacy development and needs targeted, explicit instruction. Your child is eligible for an additional 2.5 hours of literacy instruction per week and may include time with a person, program, or combination of the two.
- Moderate-risk: Your child is at moderate risk for developing a reading difficulty and needs targeted, explicit instruction in areas of need based on VALLSS instructional indicators.
- Low-risk: You child is at low-risk of developing a reading difficulty and needs to continue to receive systematic and explicit instruction.
*Teachers use this information to plan instruction and intervention, ensuring students get the support they need to catch up.
What is intervention?
Intervention is extra instruction in specific skill areas that students need. In Virginia, if students are identified as needing additional support, they receive intervention to help them make progress. Research tells us that early intervention is critical for students with reading difficulties, as students will not simply “catch up” without extra instruction.
