Early reading, grounded in the Science of Reading research, forms the foundation of our literacy program at CALE. Our early literacy program continues to yield impressive results, ensuring students are well-prepared for future academic reading success. The data from our Acadience reading assessments reflect strong proficiency rates in key early reading skills, which are critical for establishing a solid foundation in literacy. 

Our Early Literacy Assessment Data

Kindergarten Results

In May of 2025, 100% of our Kindergarten students scored at or above the 40% threshold on both Letter Naming Fluency and Phoneme Segmentation Fluency, foundational skills essential for early reading success. These results signal exceptional early literacy skills that support continued reading growth, giving students a strong foundation for developing reading fluency and comprehension.

Additionally, 72.7% of students met or exceeded the 40% benchmark on the Correct Letter Sound and Words Read Correctly sections of the Nonsense Word Fluency assessment. This performance indicates strong decoding abilities and early word recognition, correlated with future reading success.

First Grade Results

The progress continues in first grade, where 87.5% of students scored at or above the 40% threshold on the Oral Reading Fluency assessment. Fluency is a key predictor of reading comprehension, and the strong performance of our first-grade cohort suggests they are well on track for reading success in subsequent years.

Second Grade Results

Our second graders are also performing exceptionally well, with 80% of students scoring at or above the 40% threshold on the Oral Reading Fluency assessment. This indicates strong command of phonics skills, which translates to fluent reading. Fluency is a crucial skill as students begin to tackle texts requiring higher-order comprehension skills.

How Dyslexic Students Benefit from Our Structured Approach

Dyslexic students often face unique challenges in early literacy development, including difficulties with phonemic awareness, decoding, and word recognition. However, our structured literacy program is specifically designed to support students with dyslexia through evidence-based strategies grounded in the Science of Reading research.

Our approach places a strong emphasis on explicit, systematic phonics instruction, a key component for dyslexic students. This structured method ensures that students are taught to decode words in a predictable, step-by-step manner, which helps them overcome common reading challenges. Through consistent and repetitive practice, students with dyslexia gain the confidence and skills needed to decode unfamiliar words, build fluency, and enhance comprehension.

Key Strategies that Benefit Dyslexic Students:

1. Phonemic Awareness: By focusing on phoneme segmentation and blending, dyslexic students receive direct instruction that helps them develop the essential skill of manipulating sounds within words—a skill that many dyslexic students initially struggle with.
   
2. Multisensory Learning: We incorporate multisensory techniques, which engage visual, auditory, and kinesthetic pathways to reinforce learning. These methods, such as using tactile materials or visual cues alongside auditory instruction, help dyslexic students connect sounds to letters more effectively and improve memory retention.
   
3. Decoding and Fluency Practice: Regular practice in phoneme segmentation, letter-sound correspondence, and nonsense word fluency supports dyslexic students in developing their decoding skills. These are essential for building reading fluency, which is particularly challenging for dyslexic learners.
   
4. Individualized Instruction: For dyslexic students, early identification of reading challenges allows us to provide individualized support. Our program’s ability to tailor instruction based on assessment data ensures that students receive the focused attention they need to catch up and stay on track.
   

Research shows that with appropriate intervention and a structured approach, dyslexic students can make significant gains in early literacy skills. By the end of kindergarten, for example, students who receive explicit phonics instruction tend to score higher on early literacy assessments, even when compared to their peers without dyslexia. Our program's approach to early literacy instruction is designed to prevent the academic delays often experienced by dyslexic students, giving them a solid foundation to succeed in later grades.

Research Support

Research consistently supports the critical role early literacy assessments play in predicting long-term reading success. Studies from the National Early Literacy Panel (2008) have shown that early reading skills such as phonemic awareness, alphabetic principle, and fluency are strong indicators of later reading achievement. Specifically, students who demonstrate proficiency in phonemic awareness, letter-sound knowledge, and fluency by the end of kindergarten and early first grade are more likely to perform well on future reading assessments, as these skills directly contribute to reading comprehension and academic reading success.

Studies from the Florida Center for Reading Research (FCRR) confirm that children who score at or above the 40th percentile on early literacy screenings—such as phoneme segmentation, letter naming, and fluency—are significantly more likely to stay on track for reading success as they progress through school. According to FCRR research, meeting or exceeding the 40% benchmark in early literacy is a strong predictor of later reading proficiency and overall academic achievement.

Dr. Keith Stanovich’s Matthew Effect theory (1986) also reinforces these findings. His research indicates that children who begin with strong early literacy skills tend to experience continued growth, while those who struggle early on are more likely to face difficulties as they advance. Therefore, students who score at or above the 40th percentile in early assessments have a higher likelihood of sustained academic success.

Lastly, research on early warning systems, such as the work done by Denton (2014), highlights that students who meet early literacy benchmarks, including the 40% threshold, are far more likely to achieve reading proficiency by third grade. Early intervention, in the form of targeted instruction, ensures that students who fall below this threshold are supported to catch up and stay on track.

Source: National Early Literacy Panel (2008). "Developing Early Literacy: Report of the National Early Literacy Panel."

Source: Florida Center for Reading Research (FCRR). "Phonological Awareness and Reading Development."

Source: Stanovich, K.E. (1986). Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy. Reading Research Quarterly, 21(4), 360-407.

Source: Denton, C. A. (2014). The Role of Kindergarten Early Literacy Skills in Predicting Later Reading Achievement. Early Childhood Research Quarterly, 29(4), 411-423.

The Importance of Early Reading Skills

The early years of reading development are vital to a child's success in school. Mastery of early literacy skills—such as recognizing letters, mastering the alphabetic principle, and developing phonemic awareness—helps children decode words and build reading fluency. As they become more proficient readers, students can tackle more complex texts, leading to improved comprehension and academic performance across all subjects.

In particular, phonemic awareness, letter-sound knowledge, and reading fluency have been identified as key predictors of future reading success. If students are not proficient in these areas by the end of second grade, they are at higher risk for reading difficulties, which can impact their ability to succeed in later grades.

By prioritizing these early reading skills, we ensure that our students are on a strong trajectory for reading achievement. Our students’ performance across kindergarten, first, and second grades demonstrates that they are developing these critical early literacy skills at a rate that sets them up for long-term success.

Setting Every Student Up for Lifelong Reading Success

The data from our early literacy assessments clearly show that our students are making significant progress in mastering the foundational skills necessary for reading success. With 100% of kindergarten students reaching proficiency in letter naming and phoneme segmentation, strong results in nonsense word fluency, and impressive performance in oral reading fluency in the first and second grades, our program is setting students up for a future of continued academic achievement.

Research supports the importance of these early skills, showing that students who meet or exceed the 40% benchmark on these assessments are more likely to continue excelling in reading. By ensuring that all students, especially those with dyslexia, develop essential literacy skills in the early years, we are laying the foundation for them to become confident, competent readers capable of thriving in future academic settings.