This report examines the relationship between domain-level reading performance in early elementary grades and grade-level reading two years later and discusses some possible classroom implications. Our research finds that a student’s foundational reading skills in the early elementary grades is a strong indicator of a student’s future overall reading ability. Without early identification of students’ literacy skills, the likelihood of educators putting students on a path for developing long-term literacy skills diminishes. When educators are able to identify any gaps in skills early on with the aid of instructionally useful assessment information, they can intervene and help solidify students’ foundational skills, setting them up for success in reading and, ultimately, a love of learning.
