The Iowa Assessment of Skills and Knowledge for Automatic Word Recognition and Decoding (iASK)

The Problem

Many middle school struggling readers have deficits in foundational skills, including word recognition.  The problem is compounded because they are no longer given reading assessments that test these foundational skills - current assessments measure only gross outcomes in word recognition and fluency, not the diverse skills and knowledge that support such outcomes. In addition, middle school teachers are usually not trained to identify these reading deficits.  They need a more complete and detailed picture of reading deficits in order to target the most appropriate intervention.


“Middle school students who struggle to read is a growing need in schools across the country,” says Dr. Carolyn Brown, Foundations in Learning’s Co-Founder. “In some of the school districts we serve, as many as fifty to sixty percent of these struggling students lack these foundational reading skills.”  

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