MAP Reading study plan

Map the three MAP Reading domains to a self-audit checklist and rate current confidence 1-5 per domain

Define phonological awareness milestones in order (syllable, onset-rime, phoneme blending, segmentation, manipulation) and write one practice item per level

Distinguish screening, diagnostic, and progress-monitoring purposes and record which one MAP Reading serves

Build a personal glossary of 20 assessment terms (e.g., benchmark, cut score, risk status, norm-referenced) with definitions in your own words

Sequence phonics scope-and-sequence elements from letter-sound correspondence through multisyllable decoding and explain the ordering rationale

Classify 15 sample words by syllable type (closed, open, vowel team, r-controlled, silent-e, consonant-le) with brief justification

Differentiate phonological awareness from phonics and from phonemic awareness in writing with one example each

Identify the language-comprehension components (vocabulary, syntax, background knowledge, inference) and describe how each can break down decoding-to-meaning transfer

List early indicators of dyslexia risk (e.g., weak phonemic awareness, slow rapid naming, poor letter-sound fluency) and separate them from general reading delay

Describe developmental language disorder indicators relevant to reading (vocabulary gaps, morphosyntax difficulty, narrative weakness)

Explain how screening measures differ from diagnostic assessment in what they can and cannot conclude

Draft three short screening scenarios and predict the risk category each would likely produce

Compute and interpret a percentile rank and a standard score from provided raw-score examples

Explain sensitivity, specificity, and false-positive/false-negative tradeoffs in screening decisions

Identify which foundational skills a given screener subtest actually measures and note mismatches

Connect foundational-skill deficits to the specific screening indicator that would flag them

Define oral reading fluency in terms of accuracy, automaticity, and prosody, and state how each is typically measured

Practice calculating words correct per minute from a timed passage and an error log, including self-corrections and omissions

Describe how to mark and count errors consistently and explain why scoring rules matter for comparability

Identify prosody rubrics or rating approaches and apply one to a short recorded reading

Explain the relationship between fluency and comprehension and why fluent decoding does not guarantee understanding

Write literal comprehension check questions tied to a fluency passage and verify each answer against the text

Plan a repeated-reading or modeled-reading routine with timing, feedback, and progress checkpoints

Compare fluency norms by grade and season and state how to judge whether a score is at benchmark

Integrate fluency data with screening data to build a profile distinguishing decoding-limited, fluency-limited, and comprehension-limited readers

Explain how slow but accurate reading versus fast but inaccurate reading should change instructional response

Draft two case profiles with data and justify the recommended next step for each

Identify when fluency scores alone would mislead a screening decision and what additional data to gather

Review all self-audit gaps from week 1 and re-rate confidence per domain

Complete a timed mixed-domain practice set and analyze errors by domain and skill

Summarize the three domains in a one-page synthesis linking foundational skills, fluency, and screening

Build a final weak-spot list with three concrete remediation actions for test day