If you are teaching infants basic reading skills:
The VAS test reports will advise you of warning signs you should look out for. You will be able to see which skills are progressing and which need more help. The results will also identify children with similar problems, allowing you to remediate in a group.
If you are teaching established readers with problems:
The VAS test reports will help you identify why some students are finding reading & school such a problem. The tests will also show you a student’s reading progress over time and whether or not they have caught up to age norms.
Watch our video explaining databases:
The 3 Steps to Testing a Child:
Purchase a licence to test a child. Once purchase is complete you will receive a unique password to gain access to the system.
Download the Starter Script &
watch the training videos starting with “How to Test”.
Email us if you need help or have suggestions.
The 3 Levels of Information:
Receive the following valuable data in just 10 seconds
Excerpt from “Reading Through Tears” by VAS team members
I was at home on my own. It was about 10 pm when the phone rang.
Typically, my first thought was which of my own children were in trouble but it was Mrs. Eaves, I had taught her daughter Wendy for six months earlier in the year.
I could hardly hear her for the background noise. It sounded like there was a party in progress and, since she was in tears, it took a while for me to get the story straight.
Apparently Wendy had just won the State’s prose reading competition and in her acceptance speech she had informed her parents and the packed audience that she wanted to be an infant teacher and teach children to read.
The mother had been unable to handle the emotion and the tears and had just fled out of the auditorium. She had then found a phone so that I, as Wendy’s teacher, could share the moment too. I guess that 2 grown women crying down a phone doesn’t constitute much of a telephone conversation but I still treasure that memory.
I put the phone down and tried to remember everything that I could about little Wendy. I recalled that she was small, a little overweight, certainly sullen at first and that she was about 10.
Her mother had long been concerned that she was neither progressing nor enjoying school but had accepted advice from a succession of teachers that there was nothing to worry about… ‘She is just a little immature’. Finally, after 3 years, Wendy’s mother had rejected that advice.
Wendy was yet another product of the Whole Language, ‘We Teach Everything’ school of thought. She had a slightly low VAS level, poor phonic skills, had never read for pleasure and was embarrassed by recently having been taken out for special reading with the ‘dummies’.
We worked with her, plugging the gaps that should have been glaringly obvious in grade 1 to anybody with even rudimentary training in VAS Theory, and here she was after six months, the equivalent of just 24 hours of full-time tuition later, arguably one of the best readers in the State.
There was never anything wrong with this child. The diagnoses had been totally inadequate and as a result the teaching methods had been simply inappropriate.