Monitoring of literacy progress

The two main literacy modules in LASS (Sentence Reading and Spelling) are both adaptive tests that can be used at regular intervals to monitor progress. The minimum interval between administration of the same module on a second or subsequent occasion should be about 4 months (i.e. other than in exceptional circumstances, LASS should not be given more than once in a school term).

Evaluation of response to intervention

When a particular problem (e.g. specific learning difficulty or dyslexia) has been identified and intervention, such as specialist teaching, has been implemented, teachers will naturally wish to evaluate the student’s response to that intervention. LASS can be used for this evaluation, again bearing in mind that the minimum interval between administrations of any given LASS module should be about 4 months (i.e. other than in exceptional circumstances, LASS should not be given more than once in a school term).

The literacy attainment modules (especially Sentence Reading and Spelling) are obvious candidates for use in this process, but Nonwords may also be used to monitor development of phonics skills. It is unlikely that the Reasoning module would need to be repeated (little change would be expected on this module) unless there were suspicions that the first assessment using Reasoning had given an unreliable result (e.g. because the student was unwell or was greatly lacking in confidence, or misunderstood the requirements of the task). The memory modules (Cave and Mobile) would be useful for evaluating growth in memorisation ability, especially where a memory training programme has been used.