PALS (Phonological Awareness Literacy Screening)

The Phonological Awareness Literacy Screening (PALS) is a screening, diagnostic, and progress monitoring tool that focuses on the fundamental literacy skills. The assessment offers instruments for PreK, K, and 1-3, with a Spanish version available as well. PALS is the state-provided screening assessment for Virginia's Early Intervention Reading Initiative (EIRI). PALS Quick Checks also provide an opportunity for educators to monitor student progress.

Contact
888.882.7257
Grades
PreK-3
Languages
English
Spanish
Domains
Topic
Subtopics
Comprehension,
Fluency,
Phonics,
Phonemic awareness,
Vocabulary
Length
Untimed (23-43 minutes)
Price
Base package subscription: $5.50 per student; Premium package subscription: $7.25 per student
Training
PALS Online Teacher Account available
Open Access
No
Administration
Group,
Individual
Scoring
Computer scoring
Referencing
Criterion-referenced
Resources on Psychometric Properties

Invernizzi, M., Sullivan, A., Meier, J., & Swank, L. (2004). PALS PreK Teacher’s Manual. University of Virginia. Retrieved from https://pals.virginia.edu/public/pdfs/rd/tech/PreK_technical_chapter.pdf

Invernizzi, M., Juel, C., Swank, L., & Meier, J. (2015). PALS K Techinical Reference. University of Virginia. Retrieved from https://pals.virginia.edu/public/pdfs/rd/tech/K_Tech_Ref_2015.pdf

Invernizzi, M., Meier, J., & Juel, C. (2015). PALS 1-3 Techinical Reference. University of Virginia. Retrieved from https://pals.virginia.edu/public/pdfs/rd/tech/1-3_Tech_Ref_2015.pdf

Meier, J., & Ford, K. (2014). PALS Espanol Kindergarten Technical Reference. University of Virginia. Retrieved from https://pals.virginia.edu/public/pdfs/rd/tech/Espanol_K_Tech_Ref_2014.p…

Meier, J., & Ford, K. (2014). PALS Espanol Grades 1-3 Technical Reference. University of Virginia. Retrieved from https://pals.virginia.edu/public/pdfs/rd/tech/Espanol_1-3_Tech_Ref_2014…

Invernizzi, M., Meier, J., & Juel, C. (2015). PALS 4-8 Technical Reference. University of Virginia. Retrieved from https://pals.virginia.edu/public/pdfs/rd/tech/4-8_Tech_Ref_2015.pdf

Articles & Resources about PALS. (2018). Retrieved from https://pals.virginia.edu/public/rd-research.html; Early Literacy Screening in Kindergarten: Widespread Implementation in Virginia

Huang, F. L., Ford, K. L., Invernizzi, M., & Fan, X. (2013). Measuring Early Spanish Literacy: Factor Structure and Measurement Invariance of the “Phonological Awareness Literacy Screening for Kindergarteners” in Spanish (“PALS español K”). Retrieved from https://eric.ed.gov/?q=%22Phonological+Awareness+Literacy+Screening%22+…

Instrument Use in Peer-Reviewed Studies

Niessen, N. L., Strattman, K., & Scudder, R. (2011). The Influence of Three Emergent Literacy Skills on the Invented Spellings of 4-Year-Olds. Communication Disorders Quarterly, 32(2), 93–102. https://doi.org/10.1177/1525740110363624

Jones, C. J., Lander, R., & Westrum, R. (2015). The Interim Results of a Randomized Control Trial of the SPARK Early Literacy Program/Milwaukee Community Literacy Project. Retrieved from https://eric.ed.gov/?q=%22Phonological+Awareness+Literacy+Screening%22&…

Huang, F. L., & Konold, T. R. (2014). A Latent Variable Investigation of the Phonological Awareness Literacy Screening-Kindergarten Assessment: Construct Identification and Multigroup Comparisons between Spanish-Speaking English-Language Learners (ELLs) and Non-ELL Students. Language Testing, 31(2), 205–221. https://doi.org/10.1177/0265532213496773

Jamaludin, K. A., Alias, N., Mohd Khir, R. J., DeWitt, D., & Kenayathula, H. B. (2016). The Effectiveness of Synthetic Phonics in the Development of Early Reading Skills among Struggling Young ESL Readers. School Effectiveness and School Improvement, 27(3), 455–470. https://doi.org/10.1080/09243453.2015.1069749

Hur, E., Buettner, C. K., & Jeon, L. (2015). The Association between Teachers’ Child-Centered Beliefs and Children’s Academic Achievement: The Indirect Effect of Children’s Behavioral Self-Regulation. Child & Youth Care Forum, 44(2), 309–325. https://doi.org/10.1007/s10566-014-9283-9

Austin, A. M. B., Blevins-Knabe, B., & Lokteff, M. (2013). Early Mathematics and Phonological Awareness in Two Child Care Settings. Early Child Development and Care, 183(9), 1197–1214. https://doi.org/10.1080/03004430.2012.716832

Gattis, M. N., Morrow-Howell, N., McCrary, S., Lee, M., Jonson-Reid, M., McCoy, H., … Invernizzi, M. (2010). Examining the Effects of New York Experience Corps[R] Program on Young Readers. Literacy Research and Instruction, 49(4), 299–314.

Wilcox, M. J., Gray, S. I., Guimond, A. B., & Lafferty, A. E. (2011). Efficacy of the “TELL” Language and Literacy Curriculum for Preschoolers with Developmental Speech and/or Language Impairment. Early Childhood Research Quarterly, 26(3), 278–294. https://doi.org/10.1016/j.ecresq.2010.12.003

Invernizzi, M., Justice, L., Landrum, T. J., & Booker, K. (2005). Early Literacy Screening in Kindergarten: Widespread Implementation in Virginia. Journal of Literacy Research, 36(4), 479–500.