There is a York Assessment of Reading for Comprehension (YARC) appropriate to all school age ranges: Early Reading, Primary Passage Reading and Secondary Passage Reading.
This individually-administered reading assessment allows you to closely observe a pupil’s reading behaviours, strengths and areas for development. It breaks down the components of reading so that you can target specific skills to bring about rapid progress. Parallel forms of the assessment allow you to measure the impact of interventions.
YARC can be used independently or as a follow-up assessment, aligning with the Simple View of Reading to provide a balanced profile of decoding and comprehension skills.
Administer YARC to provide a more detailed analysis of reading skills: reading accuracy, reading rate and comprehension. YARC can be used independently or as a follow up to NGRT and data can be used as evidence for students eligible for Access Arrangements – Extra Time or a Language Modifier.
As YARC is individually administered, you can closely observe a pupil’s reading behaviour. The component skills of reading are broken down so you can see precise areas to target provision to bring about rapid progress. Parallel forms of the test enable you to measure the impact of interventions.
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Early Reading
Passage Reading
There are three parts to YARC:
The four tests can be used in different combinations and for repeat testing.
Manipulating and isolating sounds are important precursors to successful decoding, so you may want to screen your pupils early in the autumn term using the Sound Deletion and Sound Isolation assessments.
Pupils will need some formal instruction using phonics to tackle Early Word Recognition and Letter Sound assessments, so you may want to delay using these until later in the year.
The pupil record form allows each pupil to be tested up to three times. A gap of around 12 weeks should be left between testing.
If you are concerned that administering two passages from YARC might be too much testing for some pupils, you can split the session across a week-long period.
Children develop their reading skills in various ways and illustrations can help this development by giving clues. To gain the most accurate assessment of a pupil’s decoding skills, it is now recognised that these clues should be avoided.
Secondary pupils typically read silently, which helps them to internalise the text. Assessors can annotate the pupil record form if the student prefers to read texts on form A or B aloud.
The Supplementary Passages are read aloud, so that the error analysis can be carried out.
YARC Secondary includes a test of reading fluency where pupils do read aloud, so that they can be timed and errors counted.