ABSTRACT
Educators know far too well that some students struggle with many elements of literacy. They can have multiple needs across the reading components of comprehension, fluency, phonics, and phonemic awareness. Teachers will often express a feeling of being overwhelmed at knowing where to start intervention or deciding which skill to address first. Both phonics skills and the application of phonics skills to text will be low. The phonics survey pinpoints where students fall in the scope and sequence of phonics skills. The teacher should give the phonics survey and the phonological awareness diagnostic to determine what skills are deficient for the child. There is a place to identify just phonics needs and a place to identify students with both phonics and phonological awareness needs. As children enter the fourth and fifth grades, the phonological needs may be less, but then again, they may not be. It is necessary to give both assessments to determine need.
