Guide to Profiling Based on CRLA scores:

Part 1 Interpretation:

Description
Grade 1 Grade 2 Grade 3
Full Refresher, FR Learner knows only a few letters and Learner does not know sounds of some letters OR Learner does not know the sound of some letters
has little to moderate phonological learner might be reading per letter sound or syllables OR learner might be reading per letter sound or
awareness as evidenced by rhyming without recognition of words at Grade 1 level syllables without recognition of words at Grade 1
task or 2 levels
Moderate Learner knows only a few letters and Learner does not know sounds of some letters OR Learner does not know the sound of some letters
Refresher, MR can recognize rhymes learner might be reading per letter sound or syllables and learner might be reading per letter sound or
with limited word recognition of words at Grade 1 syllables with limited word recognition of words
level at Grade 1 and 2 levels
Light Refresher, LR Learner knows a good number of Learner struggles to decode words at current grade Learner can decode 80% or more of the words
letters and can decode simple words level (low automaticity) and needs to improve from previous grade level and is ready for
from previous grade level by letter fluency and recalling details from a story just read. introduction of words from current grade level
sound or syllables
Grade Ready, GR Learner knows the alphabet can Learner can read with comprehension texts from Learner can read with comprehension texts from
decode/recognize words from previous previous grade level with automaticity and accuracy. previous grade level with automaticity and
grade level. The learner is ready to The learner is ready to take on reading tasks at accuracy. The learner is ready to take on reading
take on reading tasks at current grade current grade level. tasks at current grade level.
level.

Part 2 Interpretation:

Description
Full Intervention, FI Learner struggles to decode words (low automaticity) even simple words at current grade level and can barely read through sentences and
passages. Learner struggles to recall details from a story just read.
Moderate Intervention, MI Learner might be able to read simple words in chunks but struggles to decode words with more complex phonics patterns, phrases,
sentences, and passages at current grade level. Learner needs to improve fluency and recalling details from a story just read.
Light Intervention, LI Learner can decode words and phrases from previous and current grade levels but might need to improve automaticity, fluency, and
comprehension in reading passages at grade level.
Meets Expectations, ME Learner has strong decoding skills as evidenced by automaticity and accuracy in reading and has high level comprehension at grade level

Reading Profile
Emerging Reader FR, MR, LR, GR and FI
Developing Reader MR, LR, GR and MI
Transitioning Reader MR, LR, GR and LI
Reader at Grade Level LR, GR, and ME
CRLA Reading Profile Descriptions
Emergent Readers are those learners who are at the very basic level of reading development. This profile has two sublevels—Emergent Low and
Emergent High. Readers in Emergent-Low level only gained bare minimum skills from previous grade level and will benefit from a lot of direct-instruction on
skills that are expected from the previous and current grade levels. Meanwhile, readers in Emergent-High have met the basic reading skills from previous
grade level but have not mastered automaticity and fluency, and have limited reading comprehension of texts at the current grade level.
Emergent-Low
Grade 1: Learner knows only a few letters (0-6 letters) and has very little to moderate (0-80%) evidence of phonological awareness
when doing rhyming tasks, can barely blend letter sounds together, and is struggling to read even simple words
Grade 2: Learner does not know sounds of some letters OR learner might be reading per letter sound or syllables with limited word
recognition of words at Grade 2 and possibly Grade 1 level
Grade 3: Learner does not know the sound of some letters OR learner might be reading per letter sound or syllables with limited word
recognition of words at Grade 3 or even at lower levels

Emergent-High
Grade 1: Learner knows 80% or more of the letters, has firm phonological awareness and can decode words from previous grade level.
Learners might also struggle to decode words (low automaticity) at current grade level and need to improve fluency and recalling details
from a story just read.
Grade 2: Learner can decode 80% or more of the words from previous grade level and is ready for introduction of words from current
grade level. Learners struggle to decode words at current grade level (low automaticity) and need to improve fluency and reca lling
details from a story just read.
Grade 3: Learner can decode 80% or more of the words from previous grade level and is ready for introduction of words from current
grade level. Learners struggle to decode words at current grade level (low automaticity) and need to improve recalling details from a
story just read.

Developing Readers have a good grasp of letter knowledge and phonological awareness. They can decode words and phrases from previous
and current grade levels but require a lot of guidance from teachers and practice to increase automaticity, accuracy, fluency, and reading
comprehension of sentences and passages at the current grade level.
Transitioning Readers have a firm grasp of letter knowledge and phonological awareness and have mastered phonics patterns from previous
and current grade levels. They can decode and read simple words, phrases, sentences, and passages from previous and current grade level
with expected accuracy. Learners need to master fluency and improve reading comprehension of passages at grade level. Learners can benefit
from reading texts from a variety of themes and styles. Learners can begin direct instruction on reading in a second language.
Readers who are reading at Grade Level have a firm grasp of letter knowledge, phonological awareness, and strong decoding skills at current
grade level. Learners can benefit from reading texts from a variety of themes and styles in L1 and L2. They can easily shift from reading
passages in L1 and l2 and can begin learning how to read in L3.