Score Type: Criterion-Referenced. For more information, see AssessMinutes: Criterion-Referenced and Norm-Referenced Tests.
Literacy Classifications are stages of literacy development associated with Scaled Scores (SS). These stages are an easy way to monitor student progress.
Literacy Classifications—Star Early Literacy
Early Emergent Reader: 200–682
Student is beginning to understand that printed text has meaning. The student is learning that reading involves printed words and sentences, and that print flows from left to right and from the top to the bottom of the page. The student is also beginning to identify colors, shapes, numbers, and letters.
Late Emergent Reader: 683–785
Student can identify most of the letters of the alphabet and can match most of the letters to their sounds. The student is beginning to read picture books and familiar words around their home. Through repeated reading of favorite books with an adult, students at this stage are building their vocabularies, listening skills, and understandings of print.
Early Transitional Reader: 786–815
Student has mastered alphabet skills and letter-sound relationships. The student can identify many beginning and ending consonant sounds and long and short vowel sounds.
Late Transitional Reader: 816–851
Student is probably able to blend sounds and word parts to read simple words. The student is likely using a variety of strategies to figure out words, such as pictures, story patterns, and phonics.
Probable Reader: 852–1100
Student is becoming proficient at recognizing many words, both in and out of context. The student spends less time identifying and sounding out words and more time understanding what he or she has read. Probable readers can start to blend sounds and word parts to read words and sentences more quickly, smoothly, and independently.
Literacy Classifications—Star Alfabetización temprana
Emergent Reader: 200–758
An early emergent reader is beginning to understand that printed text has meaning. The student is beginning to “read” signs and symbols in their environment, and to visually discriminate between letters and words, and a written number. Student understands how to hold a book and that print flows from left to right, and from the top to the bottom of the page. The student is also beginning to identify properties of objects such as colors, shapes, and size. A late emergent reader can identify some of the sounds of the letters of the alphabet and their respective letter names, securing first the 5 vowels, due to their invariable grapheme/phoneme relationship. The student then begins to combine the vowels with those consonant letters that have one grapheme/phoneme correspondence. The student is beginning to read picture books and familiar words around their home. Through repeated reading of favorite books with an adult, students at this stage are building their vocabularies, listening skills, and understandings of print.
Transitional Reader: 759–822
An early transitional reader has mastered a knowledge of most alphabet skills and letter-sound relationships. The student can identify many beginning and ending sounds in words. The student may still confuse grapheme/phonemes that have more than one correspondence (e.g. b/v, c/s/z, ll/y). A late transitional reader is probably able to combine syllables to read simple words. Student knows simple syllabification rules in Spanish (e.g., open and closed syllables). Student is beginning to understand blends, diphthongs, hiatus, and triphthongs. The student is likely using a variety of strategies to figure out words, such as pictures, story patterns, and phonics.
Probable Reader: 823–1100
Student is becoming proficient at recognizing many words, both in and out of context. The student spends less time identifying and breaking the words in syllables and more time understanding what he or she has read. Probable readers can start to combine syllables to read words more quickly, smoothly, and independently. Student can read most Spanish texts with a high level of accuracy, regardless of the familiarity of the word patterns.
Literacy Classifications can be found on the following reports: