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Understanding Reading Profiles & Using Data to Advocate
Understanding Reading Profiles & Using Data to Advocate
Image Source: The International Dyslexia Association
Creator: Reading Rope created by Dr. Hollis Scarborough in 2001
If you're a parent navigating special education or intervention supports for your child, knowing your child has dyslexia is just the beginning. The most effective way to advocate isn’t simply saying, “My child needs Orton-Gillingham.” Instead, it's being able to say:
“Here’s what the data tells us about my child's strengths and weaknesses regarding literacy.”
This section will help you understand:
Different reading profiles
How to interpret school data and assessments
What questions to ask in meetings
Why understanding data-based individualization is critical to getting the right support
Reading Profiles: The Quadrant Model
Not all children who struggle to read have the same underlying challenges. The quadrant model was created to describe different reading profiles. The model compares two key components of reading acquisition:
Word Recognition (how well a child reads words/decoding)
Language comprehension (how well a child understands what they hear)
Students who struggle to comprehend written text may struggle because of underlying decoding struggles, underlying language comprehension struggles, or both.
Weak Decoding/Word Recognition can be an indicator that a child has dyslexia. Students struggle with word recognition which impacts reading fluency. If students students cannot read the text fluently, it taxes their working memory making it hard to focus on the meaning of the text because all their mental efforts are doing into sounding out or recognizing words.
Weak Language Comprehension skills make it hard to understand vocabulary and syntax (sentence structure), which can affect comprehension. This can be a sign of Developmental Language Disorder-Students can read words accurately, but struggle to understand meaning (struggles with vocabulary and syntax).
Understanding which profile your child fits can help determine what kind of instruction they need.
There is a high co-morbidity between Dyslexia and Developmental Language Disorder (students who struggle with language comprehension).
Image Source: The Reading League Defining Guide (Download)
Aligning Data, Knowledge of Reading Profiles, and Interventions
Aligning Data, Knowledge of Reading Profiles, and Interventions
Example:
A school used Aimsweb as a benchmark assessment and identified a student who was not meeting grade-level expectations in reading comprehension. While the student’s vocabulary skills were average, their silent reading fluency was below average. To better understand the cause, the school administered a Core Phonics screener to check if difficulties with decoding (sounding out words) were affecting the student’s fluency and comprehension. The student tested below grade-level in decoding and oral reading fluency skills. Based on this data, the intervention focused on improving decoding and fluency skills through a structured literacy intervention. The student’s progress is monitored through timed, bi-weekly oral reading fluency probes to ensure steady improvement.
Non-Example (Red Flag):
A school used Aimsweb as a benchmark assessment and found a student was not meeting grade-level expectations in reading comprehension. Although the student’s vocabulary was average, their silent reading fluency was below average—a sign that there could be decoding and fluency skill deficits that need targeted support. Instead of assessing these specific skill gaps further, the student was placed in a small group guided reading intervention based on their instructional reading level (e.g., reading on Level M). The intervention focused mainly on reading leveled texts rather than explicit decoding or fluency skills. Progress was monitored using the leveling system and anecdotal teacher feedback. Because the intervention did not address the student’s underlying decoding and fluency weaknesses, the student was not making progress toward grade level standards.
Takeaways:
If a student has poor reading comprehension and tests average or high average on vocabulary, then it is important to screen for decoding and fluency struggles.
If a student has strong fluency skills and has strong decoding skills, there can be underlying language comprehension struggles (Developmental Language Disorder).
If a student struggles to comprehend text because of weak foundational skills (phonemic awareness, decoding, and fluency), students will need a structured literacy intervention. These weaknesses can also show a student has characteristics of dyslexia.
A common challenge faced by students with dyslexia is the school focuses on fluency without addressing the underlying struggles with phonemic awareness and decoding skills.
Use the tool from AIM Institute for a quick guide to assessments and a decision-making flowchart that will assist in using assessment data to accelerate learning and inform instruction. Decision Making Tool.
Watch RIDE’s webinar recording featuring the AIM Institute to learn how to interpret assessment data, understand common reading profiles, group students by instructional needs, and differentiate instruction to improve reading outcomes.
Source: RIDE Structured Literacy
MTSS & Reading Profiles
MTSS & Reading Profiles
In a Multi-Tiered System of Supports (MTSS), diagnostic assessments are essential for understanding why a student is struggling with reading. Benchmark and universal screeners show if a student is at risk, but they do not explain what specific skills are weak. Without that insight, interventions often miss the mark.
Different Reading Profiles Need Different Support
The Simple View of Reading tells us that reading comprehension depends on two key components:
Word Recognition (Decoding)
Language Comprehension
Students can struggle in one or both areas, creating different reading profiles. The Reading Quadrant Model shows these profiles:
Weak decoding skill but strong language comprehension
Weak language comprehension but strong decoding skills
Weak in both (mixed)
Strong in both (typical reader)
Understanding a student’s profile is critical for matching them to the right intervention.
Why Past Practices Fell Short
In the past, many students with underlying decoding difficulties—often including those with dyslexia—were misunderstood. Instead of receiving explicit, structured literacy instruction, they were given fluency drills or guided reading focused on meaning and context. These approaches do not address the root cause of the problem.
The Role of Diagnostic Assessments
Diagnostic assessments identify specific skill gaps in areas such as:
Phonemic Awareness
Phonics /Decoding
Fluency
Vocabulary and Language
This data helps educators select targeted interventions that actually address the student’s needs, rather than applying a one-size-fits-all approach.
Bottom line: In MTSS, diagnostics move us from “what’s wrong?” to “what to do next?”—ensuring every student gets the right instruction at the right time.
Current Challenges in Supporting Students
Even when students move to an IEP for reading support, several challenges remain:
Scheduling barriers limit consistent intervention time.
Limited opportunities for practice can slow skill development.
Teacher training and support gaps mean many special educators are not fully prepared to deliver structured literacy instruction.
High caseloads make it difficult to provide individualized attention.
Acknowledging these challenges is critical: MTSS and diagnostic data only work if schools provide the resources, training, and time needed to implement interventions effectively.
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