When should progress be screened to address varied reading abilities?

• A. Only at the end
• B. Beginning, middle, and end
• C. Weekly
• D. Only at the start

Answer: (B)

Regular progress monitoring across the learning timeline gives a clear picture of how reading skills are developing for each student. Screening at the beginning provides a baseline, so you know where each learner starts. Checking again in the middle shows how instruction is affecting growth and helps you spot who needs more targeted support. Screening at the end confirms what has been achieved and guides next steps. This approach enables timely, differentiated intervention, which is essential when reading abilities vary widely—some students may progress quickly while others need adjustments or different strategies. When you only screen at the start or only at the end, you miss opportunities to adjust instruction in time. Weekly checks can be burdensome and still won’t give the full progression picture. Screening at three points gives you baseline, ongoing feedback, and final outcomes all in one framework.