Early Reading Comprehension

No consistent evidence of early reading comprehension in daily contexts

• Does not demonstrate early reading comprehension behaviours
• Relies entirely on adult direction for related tasks

Beginning to show early reading comprehension with significant support

• Inconsistent early reading comprehension; needs adult prompting
• Partial performance in familiar, structured settings

Demonstrates early reading comprehension consistently in familiar contexts

• Applies early reading comprehension reliably in routine situations
• Requires prompting to transfer to new or demanding contexts

Reads simple sentences and short paragraphs with understanding; connects text meaning to prior knowledge.

• Demonstrates early reading comprehension independently across varied contexts
• Sustains performance without adult support or reminders

Applies early reading comprehension flexibly; can articulate and model it for others

• Articulates own process when applying early reading comprehension
• Transfers skill spontaneously to novel domains