FAQsFind answers to the questions we get asked the most about our family of assessments below.
Q: What does Acadience mean?
A: Acadience is inspired by words that reflect our core values and vision: academic reflecting our dedication to success in a broader set of skills than just reading; cadence describing a flow of movement and series of steps leading to positive outcomes; and our commitment to the science of improving outcomes for students and schools.
Q: Where can I find technical adequacy information for the Acadience Reading measures?
A: Technical adequacy information for Acadience Reading can be found on our Publications and Presentations page.
Q: Where do I find the benchmark goals for Acadience Reading?
A: The Acadience Reading benchmark goals are available from the Acadience Reading Benchmark Goals and Composite Score document.
Q: Can Acadience Reading be used to help identify students with dyslexia?
A:Acadience Reading can be used as an effective tool for identifying students who are at risk for early reading difficulties, including dyslexia. Low skills on Acadience Reading followed by persistent lack of adequate progress, in spite of instruction that has been effective with other students with a similar level of initial skills, may provide evidence that a student is at risk for dyslexia.
However, please note that no single assessment can be used to specifically identify dyslexia. Instead, that is a decision made by a team of qualified professionals who may include test data as part of their decision-making process.
More information on dyslexia and Acadience Reading can be found in our position paper, Dyslexia Screening and the Use of Acadience Reading K-6.
Q: Why doesn’t Acadience Reading contain a direct measure of RAN?
A: Although research supports a relationship between RAN and reading skills, the role of RAN and the nature of the relationship between RAN and reading is not well understood.
RAN is typically a good predictor of future reading difficulties, but difficulties with RAN do not impact reading skills as much as difficulties with phonological awareness (PA). When students have strong PA skills but have difficulties with RAN, the impact on reading skills is typically milder than when students have difficulties with both RAN and PA.