Ministry of higher and secondary special education of the republic of uzbekistan kokand state pedagogical institute named after mukimi faculty of foreign languages department of the english language and literature course paper the theme: Types of

Screening assessments are typically administered to all students at the beginning, middle and end of the year to identify students who might be at risk for reading difficulty. They provide an initial indication of which students might need extra instruction or intensive interventions if they are to reach grade-level reading standards by the end of the school year.
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[2]. Abduazizov A.A. English phonetics. - Tashkent, Musiqa, 3rd revised edition, 2007- 258p.

The goal of these assessments is to identify students early before start to fail. Sometimes information from the previous year’s summative assessments can be used as part of the screening process. Screening assessments are not diagnostic – they do not provide detailed information about why a student is struggling.

Progress monitoring assessments are sometimes called formative assessments and are given periodically to determine whether students are making adequate progress. The primary goal of these assessments is to determine if the instructional practices being used are enabling students to make sufficient progress related to the development of reading skills. The focus is on developing student learning. Progress monitoring is especially helpful to make sure that students at risk for reading difficulty are making adequate progress and to identify any students who may be falling behind.[3]
There are two types of progress monitoring tests. Curriculum-embedded tests assess the extent to which students have learned the material taught in the current unit of a reading program. They help the teacher identify which students have mastered the material and whether the class is ready to move on to the next unit in the program. There may not be information about the reliability or validity of these tests, but they are useful because they provide information related to which students have learned what has just been taught (Torgesen, 2006).
The second type of progress monitoring tests measure reading skills (e.g., phonemic awareness, phonics, fluency, vocabulary, comprehension) but are not tied to a reading program. These assessments, based on developmental research, establish benchmarks (performance targets) for the beginning, middle, and end of a school year that predict success at meeting grade-level reading standards .
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[3]. Bothell, T.D. (2001). Brigham Young University. Faculty Center. 14 Rules For Writing Multiple-Choice Questions.
General progress monitoring assessments should be given at least three times a year for grades K-3. However, at risk students who are receiving intervention instruction should be progress monitored more frequently to determine if the interventions are successful. They can be given as often as weekly .