VALLSS  is the Virginia Department of Education’s (VDOE)-sponsored reading screener that is designed to show a child’s level of risk for developing reading difficulties and provide teachers with information to plan instruction. VALLSS includes subtests that measure  decoding, encoding,  and  language , all of which are necessary to develop reading comprehension.

VALLSS is developed through the Virginia Literacy Partnerships, led by the University of Virginia's School of Education and Human Development. More information for families is available from the Virginia Literacy Partnerships .

A reading  screener is a kind of test that tells us how likely it is for a student to need extra help to make needed progress in reading skills. It is important to screen for risk for developing language and reading difficulties when students are young, so that instruction can be tailored to a student's needs. If a student is at high risk for developing language and reading difficulties, that means that they need extra instruction ( intervention ) to help them make more progress in their reading development. 

Additional information is available about academic screening in Fairfax County Public Schools . 

Language development is the ability to understand and use spoken language. Literacy means that someone can read and write. The goal of reading is to be able to understand (comprehend) what you read. To read, people need to be able to:

1. decode – blend sounds together to read words

2. encode – spell words

3. understand and use language

As skills improve in these three areas, people develop  fluency (reading words quickly and correctly) and  reading comprehension (understanding what is read).

• Grades PK-2- VALLSS is required for all students three times per year (fall, winter and spring). Students with an individualized education program (IEP) that exempts the test do not participate. PreK VALLSS testing applies to students aged 3-years and older.
• Grade 3 - VALLSS is required in fall for any students who scored in the moderate or high risk range on the Grade 2 Spring VALLSS and for any student new to Virginia public schools. Note that all grade 3 students will also take the iReady Reading test as a screening and growth measure. Schools may also test additional students to get more information to support reading growth.
• Grades 4-8 - VALLSS serves as a targeted reading assessment in fall and winter for students who may be struggling. VALLSS is required for any students  who took and failed the Standards of Learning (SOL) Reading test from the previous spring and for any student  who received a read‑aloud or audio accommodation during that SOL test . Schools may also test additional students to get more information to support reading growth, and families may choose to opt-in to VALLSS participation by contacting their student’s teacher. Note that all grade 4-8 students will also take the iReady Reading test as a screening and growth measure. 

VALLSS is a one-on-one assessment completed with the teacher. The test includes multiple skills, which may be assessed over several days. In some cases, a student's performance in a skill may determine what further skills will be tested. 

Alphabet Knowledge

Children’s understanding of the alphabetic code is measured through Letter Names ,in which children identify the names of printed letters, and Letter Sounds ,in which children identify the sounds of printed letters.

Phonological Awareness

Phonological awareness is measured through a series of subtests: Syllable Segmenting ,in which children divide words into syllables; Beginning Sounds Matching , in which children pair two words beginning with the same sound; Beginning Sounds Expressive ,in which children provide the beginning sound of a word; and Phoneme Blending ,in which children blend series of individual sounds into whole words.

Language: Passage Comprehension

Passage comprehension is assessed by three subtests relating to the same passage. First, for Passage Retell ,a child is read a passage aloud and then retells the passage using the same set of illustrations. Passage Retell is scored on the child’s ability to include story elements and use rich vocabulary and syntax. Passage Retell may reveal a child’s ability to use extended amounts of language to recall details and to organize information. Second, for Expressive Comprehension Questions ,children give an oral response to questions about the passage. Third, for Receptive Comprehension Questions ,children are presented with four pictures depicting scenes from the passage. They point to the picture that corresponds with a given statement about the passage.

Name Writing

Fo r Name Writing ,children write their name on a blank sheet of paper. This writing sample is then scored according to a rubric.

Print Concepts

For Print Concepts ,children show the examiner how to turn pages and how a reader should follow words across a page, in addition to other ways that individuals would interact with print.

Code-based Subtests 

Alphabet Knowledge:  Students’ understanding of the alphabetic code is measured through Letter Names, in which children identify the names of printed letters, and Letter Sounds, in which students identify the sounds of printed letters. Both upper- and lowercase letters appear in the alphabet knowledge subtests.

Phonological Awareness:  Students’ phonological awareness abilities are measured through a series of subtests: Beginning Sounds Expressive, in which children provide the beginning sound of a word; Phoneme Blending, in which children blend series of individual sounds into whole words; and Phoneme Segmenting, in which students divide words into individual phonemes (or sounds). 

Decoding: Students’ decoding ability is measured through two subtests, Real Word Decoding, in which the students are asked to read real, decodable words from a list, and Pseudoword Decoding, in which students are asked to read pretend words which still follow typical decodable spelling patterns. 

Encoding:  Students’ encoding ability is measured through the Encoding subtest, which is a group administered assessment, in which students are asked to spell words that are read aloud.

Language Subtests 

Passage Comprehension:  Passage comprehension is assessed by two subtests utilizing the same passage. First, for Passage Retell, an optional subtest, a student is read a passage aloud and then retells the passage using the same set of illustrations. Passage Retell is scored on the student’s ability to include story elements and use rich vocabulary and syntax. Second, on the Expressive Comprehension Questions, students give an oral response to questions about the passage. 

Nonsense Sentences: For Nonsense Sentences, students repeat sentences varying in both length and grammatical complexity. 

Vocabulary:  Vocabulary is assessed through two subtests. For Relational Vocabulary, a student views a grid of four pictures and is asked to point to the picture that matches the verbal label, which includes a relational word. Relational words are terms that can only be understood in reference to another concept or object such as alongside, throughout, equal, and different. During the Vocabulary Fluency subtest, students are asked to accurately name as many images of objects as quickly as possible in one minute.

Processing Subtest 

Rapid Automatized Naming (RAN): For RAN Letters, students name the letters they see on the page as quickly as possible. This is a measure of students’ processing speed. Examiners record the number of letters the student can correctly label in the array of 50 within one minute. 

Code-based Subtests 

Alphabet Knowledge:  Students’ understanding of the alphabetic code is measured through Letter Sounds, in which students identify the sounds of printed letters. Both upper- and lowercase letters appear in the subtest.

Phonological Awareness:  Students’ phonological awareness abilities are measured through Phoneme Segmenting, in which students divide words into individual phonemes (or sounds). 

Decoding: Students’ decoding ability is measured through two subtests, Real Word Decoding, in which the students are asked to read real, decodable words from a list, and Pseudoword Decoding, in which students are asked to read pretend words which still follow typical decodable spelling patterns. 

Encoding:  Students’ encoding ability is measured through the Encoding subtest, which is a group administered assessment, in which students are asked to spell words that are read aloud.

Reading Fluency:Students’ reading fluency is measured through the Oral Reading Fluency (ORF) subtest, in which students read a passage aloud for one minute. While the student reads the passage, the assessor documents the words that are skipped or read incorrectly, resulting in the correct number of words read per minute.

Language Subtests 

Passage Comprehension:  Passage comprehension is assessed by two subtests utilizing the same passage. First, for Passage Retell, a student is read a passage aloud and then retells the passage using the same set of illustrations. Passage Retell is scored on the student’s ability to include story elements and use rich vocabulary and syntax. Second, on the Expressive Comprehension Questions, students give an oral response to questions about the passage. 

Nonsense Sentences: For Nonsense Sentences, students repeat sentences varying in both length and grammatical complexity. 

Vocabulary:  Vocabulary is assessed through the Vocabulary Fluency subtest, in which students are asked to accurately name as many images as quickly as possible in one minute.

Processing Subtest 

Rapid Automatized Naming (RAN): For RAN Letters, students name the letters they see on the page as quickly as possible. This is a measure of a students’ processing speed. Examiners record the number of letters the student can correctly label in the array of 50 letters within one minute. 

Code-based Subtests 

Phonological Awareness:  Students’ phonological awareness abilities are measured through Phoneme Segmenting, in which students divide words into individual phonemes (or sounds). 

Decoding: Students’ decoding ability is measured through two subtests, Real Word Decoding, in which the students are asked to read real, decodable words from a list, and Pseudoword Decoding, in which students are asked to read pretend words which still follow typical decodable spelling patterns. 

Encoding:  Students’ encoding ability is measured through the Encoding subtest, which is a group administered assessment, in which students are asked to spell words that are read aloud.

Reading Fluency:Students’ reading fluency is measured through the Oral Reading Fluency (ORF) subtest, in which students read a passage aloud for one minute. While the student reads the passage, the assessor documents the words that are skipped or read incorrectly, resulting in the correct number of words read per minute.

Language Subtests 

Passage Comprehension:  Passage comprehension is assessed by two subtests utilizing the same passage. First, for Passage Retell, a student is read a passage aloud and then retells the passage using the same set of illustrations. Passage Retell is scored on the student’s ability to include story elements and use rich vocabulary and syntax. Second, on the Expressive Comprehension Questions, students give an oral response to questions about the passage. 

Nonsense Sentences: For Nonsense Sentences, students repeat sentences varying in both length and grammatical complexity. 

Vocabulary:  Vocabulary is assessed through the Vocabulary Fluency subtest, in which students are asked to accurately name as many images as quickly as possible in one minute.

Processing Subtest 

Rapid Automatized Naming (RAN): For RAN Letters, students name the letters they see on the page as quickly as possible. This is a measure of a students’ processing speed. Examiners record the number of letters the student can correctly label in the array of 50 letters within one minute. 

Code-based Subtests 

Phonological Awareness:  Students’ phonological awareness abilities are measured through Phoneme Segmenting, in which students divide words into individual phonemes (or sounds). 

Decoding: Students’ decoding ability is measured through two subtests, Real Word Decoding, in which the students are asked to read real, decodable words from a list, and Pseudoword Decoding, in which students are asked to read pretend words which still follow typical decodable spelling patterns. 

Encoding:  Students’ encoding ability is measured through the Encoding subtest, which is a group administered assessment, in which students are asked to spell words that are read aloud.

Reading Fluency:Students’ reading fluency is measured through the Oral Reading Fluency (ORF) subtest, in which students read a passage aloud for one minute. While the student reads the passage, the assessor documents the words that are skipped or read incorrectly, resulting in the correct number of words read per minute.

Language Subtests 

Passage Comprehension:  Passage comprehension is assessed by two subtests utilizing the same passage. First, for Passage Retell, a student is read a passage aloud and then retells the passage using the same set of illustrations. Passage Retell is scored on the student’s ability to include story elements and use rich vocabulary and syntax. Second, on the Expressive Comprehension Questions, students give an oral response to questions about the passage. 

Nonsense Sentences: For Nonsense Sentences, students repeat sentences varying in both length and grammatical complexity. 

Vocabulary:  Vocabulary is assessed through the V ocabulary Fluency subtest, in which students are asked to accurately name as many images as quickly as possible in one minute.

Processing Subtest 

Rapid Automatized Naming (RAN): For RAN Letters, students name the letters they see on the page as quickly as possible. This is a measure of a students’ processing speed. Examiners record the number of letters the student can correctly label in the array of 50 letters within one minute. 

VALLSS 4‑8 assesses older students’ reading in two main areas— code‑based skills and  language comprehension . The screener helps teachers determine why a student may be struggling with reading and guides instruction for improved outcomes. Not all subtests are administered to every student; some are conditional or optional based on performance.

Code-based Subtests 

Word Reading: reading real words to measure decoding accuracy.

Nonsense Word Reading: reading made‑up words to measure decoding skills.

Oral Reading Fluency: reading a passage aloud for one minute to measure reading fluency.

Spelling: writing words to measure encoding skills.

Language Comprehension Subtests 

Morphology: understanding prefixes, suffixes and roots to support vocabulary and decoding.

Passage Comprehension: answering questions about a text to measure comprehension.

Sentence Comprehension: selecting or matching sentences to measure understanding of sentence meaning.

VALLSS FAMILY SCORE REPORT, GRADE PREK                                     Created at __________________

To the Parents/Guardians of  ________________________SID: _____________GRD: ____

Your student recently took the Virginia Language & Literacy Screening System (VALLSS) assessment. VALLSS is one assessment within the Virginia Kindergarten Readiness Program (VKRP). VKRP is a state program designed to understand how early literacy, mathematics, and behaviors support students’ success in PreK and beyond.

This report tells you what we learned about your student’s literacy skills and how we will use that important information to guide instruction. Your student’s current performance is reported for each learning area, including specific skills. Some skills may show a result of NA (Not Assessed). You can learn more about how VALLSS measures reading skills under “Test Facts” on the VALLSS Information webpage ( https://www.fcps.edu/node/50319 ).  

The table below displays VALLSS results for each completed testing window to help you answer questions about your student’s progress. The tables show your student’s score compared to the maximum for each skill. A status describes your student’s developmental band (Beginning, Growing, Strong) based on state expectations. Teachers monitor your student’s VALLSS scores with other available data to determine if your student needs additional support. The school will communicate any next steps for your student.

VALLSS and the other VKRP assessments provide information about your student’s first experience in school and how they are learning over the course of the year. When teachers understand current skills, they can provide the appropriate support. To learn more about your student’s strengths and needs in early literacy, please contact your student’s teacher. 

 Test: VA Language & Literacy Screening PreK ( ___YO)

VALLSS FAMILY SCORE REPORT, GRADES K-3                                     Created at __________________

To the Parents/Guardians of  ________________________SID: _____________GRD: ____

Your student recently took the Virginia Language & Literacy Screening System (VALLSS) assessment. This report tells you what we learned about your student’s reading skills and how we will use that important information to guide instruction. You can learn more about how VALLSS measures reading skills under “Test Facts” on the VALLSS Information webpage ( https://www.fcps.edu/node/50319 ). The information that follows will help you read your student’s VALLSS student summary report and understand how scores are used. 

BAND OF RISK: Your student’s Band of Risk is noted as the most recent “Status” for overall code-based literacy performance at the top of the data table. There are three possible Bands of Risk: HIGH risk, MODERATE risk, and LOW risk. The band is based on your student’s overall scaled score for certain code-based subtests. Learn more about subtests used to calculate risk under “Tested Content” on the VALLSS Information webpage ( https://www.fcps.edu/node/50319 ).                                      

• If your student’s Band of Risk is HIGH, this indicates that your student is at high risk for developing reading difficulty. Students at high risk are required by Virginia’s Early Intervention Reading Initiative (EIRI) to receive 2.5 hours of additional reading instruction per week, above and beyond regular classroom instruction. Intervention comes after the fall and/or winter testing windows and continues to the end of the school year. The state also requires schools to develop a Reading Plan for students at high risk. Student reading plans detail the targeted reading intervention services your student will receive for the duration of the school year (see Subtest Performance below). Reading plans are developed in partnership with families, educators, and specialists. You are encouraged to participate in the development of your student's reading plan. Your student's reading plan will be viewable in ParentVUE, and you can monitor your student’s intervention progress within ParentVUE. Learn more about reading plans for students at high risk on the VALLSS Information webpage ( https://www.fcps.edu/node/50319 ).

• If your student’s Band of Risk is MODERATE or LOW, your student is not identified to receive intervention funded through EIRI. However, individual subtest scores may still indicate that your student needs extra instruction in some skills (see Subtest Performance below).

SUBTEST PERFORMANCE: The table below shows your student’s score for their VALLSS subtests with the maximum score for that skill. Results are provided for each window that your student tests this year (fall, winter, spring). This lets you see how your student’s literacy skills develop over time and helps us target skills that need extra instruction. A subtest status of RAI (requires additional instruction) means your student may need extra support in that skill area. Some students may have skills that are not assessed (NA).

If you have questions about reading strengths and needs, please contact your student’s teacher. If your student receives multilingual learner (ML) services, keep in mind that VALLSS tests are in English. Contact your student's ML teacher for information about their English language development.

 Test: _VA Language & Literacy Screening 

VALLSS FAMILY SCORE REPORT, GRADES 4-8                                            Created at __________________

To the Parents/Guardians of  ________________________SID: _____________GRD: ____

Your student recently took the Virginia Language & Literacy Screening System (VALLSS) assessment. The grade 4-8 VALLSS assessment is a collection of subtests. This report tells you what we learned about your student’s reading skills and how we will use that important information to guide instruction. Results are provided for each window your student tests this year (fall, winter). This lets you see how your student’s literacy skills develop over time and helps us target skills that need extra instruction. You can learn more about how VALLSS measures reading skills under “Test Facts” on the VALLSS Information webpage ( https://www.fcps.edu/node/50319 ). The information that follows will help you read your student’s VALLSS student summary report and understand how scores are used.

SUBTEST PERFORMANCE: The table below shows your student’s score for their VALLSS subtests with the maximum score for that skill. The subtest “Status” tells how your student’s score compares to grade-level expectations. The possible subtest status levels are Well-Below, Approaching, and Adequate. A subtest status of Well Below means your student may need extra support in that skill area. Some students may have skills that are not assessed (NA).

READING PLANS: The Virginia Literacy Act (VLA) requires that divisions identify certain students for reading intervention. Reading plans are determined based on last spring’s SOL performance or other available data when SOL data is not available. The state requires schools to develop a Reading Plan for students identified for intervention. Reading plans detail the targeted reading intervention services your student will receive based on VALLSS subtests and other data, such as from the iReady Reading test. Reading plans are developed in partnership with families, educators, and specialists. You are encouraged to participate in the development of your student's reading plan. Your student's reading plan will be viewable in ParentVUE, and you can monitor your student’s intervention progress within ParentVUE. Learn more about reading plans on the VALLSS Information webpage ( https://www.fcps.edu/node/50­­319 ).

If you have questions about your student's reading strengths and needs, please contact their teacher. If your student receives Multilingual Learner (ML) services, please note that VALLSS tests are administered in English. Contact your student's ML teacher for information about their English language development.

Test: VA Language & Literacy Screening

VALLSS Family Score Reports provide results for all testing windows the student has completed for the year. Results are displayed in a table and include the following data points.  

Grade PreK

SUBTEST PERFORMANCE: The table shows performance overall and for each VALLSS subtest. It gives a student’s score with the maximum score for that skill. The subtest “Status” tells how a student’s score compares to grade-level expectations using a developmental band. The possible subtest status levels are Beginning, Growing, Strong. A subtest status of Beginning means the student may need further development in that skill area.

Grades K-3

BAND OF RISK: A student’s Band of Risk is noted as the most recent “Status” for overall code-based literacy performance at the top of the data table. There are three possible Bands of Risk: HIGH risk, MODERATE risk, and LOW risk. 

SUBTEST PERFORMANCE: The table shows a student’s score for their VALLSS subtests with the maximum score for that skill. Results are provided for each window that the student tests this year (fall, winter, spring). This lets families see how a student’s literacy skills develop over time and helps us target skills that need extra instruction. A subtest status of RAI (requires additional instruction) means the student may need extra support in that skill area.

Grades 4-8

SUBTEST PERFORMANCE: The table shows a student’s score for their VALLSS subtests with the maximum score for that skill. The subtest “Status” tells how a student’s score compares to grade-level expectations. The possible subtest status levels are Well-Below, Approaching, and Adequate. A subtest status of Well Below means the student may need extra support in that skill area.

When a student is assessed with VALLSS in a testing window, families receive a custom report within 1 month of the close of the state window. 

• For PreK families:Teachers provide score reports directly to families of testing students. A copy of the report is also posted in SIS ParentVUE for families with ParentVUE accounts.
• For Grade K-8 families:The letter/report are posted to the ParentVUE "Documents" section. Schools distribute reports for families without ParentVUE access.

The Band of Risk for developing reading difficulty  is noted as the most recent “Status” for overall code-based literacy performance at top of the score report's data table. There are three possible Bands of Risk: high risk, moderate risk, and low risk. The band is based on your student’s overall scaled score for code-based subtests: Alphabet Knowledge, Phonological Awareness, and Decoding/Encoding. Learn more about these skills under the Tested Conten t section above.  

An instructional indicator for a reading skill is noted as the most recent “Status” for a specific VALLSS subtest within the score report's data table. The instructional indicator status means your student may need extra instruction in that skill. 

If your student has a reading plan under EIRI, Intervention will focus on the skill areas designated with an Instructional Indicator. A student without a reading plan may still need additional support in skills showing with an instructional indicator. 

If your student’s Band of Risk is MODERATE or LOW, your student is not identified to receive intervention funded through EIRI. However, individual subtest scores may still indicate that your student needs extra instruction in some skills. The potential need for extra intervention or support in a specific skill area is indicated in the most recent “Status” for each subtest within the the score report's data table.

 If your student’s Band of Risk is HIGH, this indicates that your student is at high risk for developing reading difficulty. Students at high risk are required by Virginia’s Early Intervention Reading Initiative (EIRI) to receive 2.5 hours of additional reading instruction per week, above and beyond regular classroom instruction. Student reading plans detail the targeted reading intervention services your student will receive under EIRI.

Reading plans are developed in partnership with families, educators, and specialists. You are encouraged to participate in the development of your student's reading plan. Your student's reading plan will be viewable in ParentVUE, and you can monitor your student’s intervention progress within ParentVUE.

Students at high risk are required under Virginia’s Early Intervention Reading Initiative (EIRI) to receive 2.5 hours of additional reading instruction per week, above and beyond regular classroom instruction. Divisions and schools determine how EIRI intervention is provided. The 2.5 hours per week may include time with a person, a program, or a combination of these. This intervention may take place within your student’s classroom or in another location in the school. You may ask your student’s teacher for clarification.

Student reading plans detail the targeted reading intervention services your student will receive. Intervention will focus on skill areas designated with an Instructional Indicator subtest status in your student's VALLSS family score report's data table.