rapidtm k-12 instructional pathways

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RAPIDTM K-12 Instructional PathwaysPerformance Score Interpretation

Lexia® RAPIDTM Assessment Performance Scores for each required screening task allow educators to monitor student skill development within and across years.

The following charts show examples of the knowledge and skills students can demonstrate, based on their Performance Scores for each task. Educators can use this information to understand students’ current performance, identify next steps for instruction, and select targeted instructional materials.

How to use these Instructional Pathway charts:1. For each task, find the row that corresponds to your student’s

Performance Score (Column 1).

2. Read across the row to understand the kinds of skills the student is able to demonstrate (Column 2*). The following column indicates what they are ready to learn next (Column 3), and the last column recommends instructional materials (Lexia® Connections) for targeting those skills (Column 4).

3. Each Performance Score range contains three suggested Lexia Connections for entry points on the specific skill sequence (lower, middle, higher). Use the student’s Performance Score to guide where you choose to begin instruction.

4. Lexia Connections suggested may overlap with the prior range. This allows flexibility to ensure that students have mastered the skills necessary to advance to the next level of instruction in the sequence.

For quick navigation, the RAPID Scope and Sequence table on the following page contains internal hyperlinks to the specific task charts.

* Each RAPID task has its own scale, so score ranges are not the same across all tasks. Example items are for illustrative purposes only; therefore, alignment to the RAPID Performance Score ranges are approximations.


RAPID K-12 Scope and SequenceKindergarten Grade 1 Grade 2 Grades 3-12

Word Recognition

Phonological Awareness (Blending) Fall/Winter/Spring

Letter Sounds Fall/Winter

Word Reading Spring Fall/Winter/Spring Fall/Winter/Spring

Spelling Fall/Winter/Spring

Word Recognition Fall/Winter/Spring

Academic Language

Vocabulary Pairs Fall/Winter/Spring Fall/Winter/Spring Fall/Winter/Spring

Following Directions Fall/Winter/Spring Fall/Winter/Spring

Vocabulary Knowledge Fall/Winter/Spring

Syntactic Knowledge Fall/Winter/Spring

Reading Comprehension

Sentence Comprehension* (Listening) Fall/Winter

Passage Comprehension** (Reading) Spring Fall/Winter/Spring Fall/Winter/Spring

Reading Comprehension Fall/Winter/Spring

*Sentence Comprehension is not a required screening task, so no chart is available. **Passage Comprehension is a descriptive task and Performance Scores are not provided; no chart is available


Phonological Awareness (K, all year)measures how your student hears and uses the sounds in spoken words

Performance Score Range

What is the student likely to be able to do?

What is the student ready to learn next?

What Lexia Connections will help target instruction?

200 and below

• Blend two words into a compound word (/rain/…/bow/ = rainbow)

• Phonological awareness skills like syllable and sentence awareness, including segmenting words into syllables (winter = /win/…/ter/)

Lower Range: Rhyming and Alliteration

Middle Range: Segmenting Sentences into Words

Higher Range: Segmenting Words into Syllables

201-300

• Blend 2-3 sounds into a word (/m/…/e/ = me)

• Blend the onset (beginning sound) and rime (remaining part of word) (/ch/…/air/ = chair)

• Phonemic awareness skills, including identifying beginning sounds in words (me starts with /m/ sound)

Lower Range: Segmenting Words into Syllables

Middle Range: Beginning Sounds

Higher Range: Blending Sounds into Words

301-450

• Blend 3 to 4 sounds into a word (/d/…/i/…/p/…/s/ = dips)

• Phonemic awareness skills, including blending and segmenting words with 4 to 5 sounds (trust = /t/…/r/…/u/…/s/.../t/)

Lower Range: Blending Sounds into Words

Middle Range: Segmenting Words into Sounds

Higher Range: Ending Sounds

Above 450

• Blend 4 to 5 sounds into a word (/t/…/r/…/u/…/s/.../t/= trust)

• Advanced phonemic awareness skills, including deleting and substituting sounds (party without the /y/ is part)

Lower Range: Segmenting Words into Sounds

Middle Range: Ending Sounds

Higher Range: Sound Manipulation

Word Recognition


Letter Sounds (K, fall/winter)measures your student’s knowledge of letter sounds





200 and below

• Say the sound for some consonants • Letter names and sounds for all consonants Lower Range: Letter Matching

Middle Range: Consonant Sounds

Higher Range: Matching Sounds & Letters

201-250

• Say the sound for most consonants and some vowels

• Consonant sounds and short vowel sounds (/a/ in cat)

Lower Range: Matching Sounds & Letters

Middle Range: Short Vowels Sounds

Higher Range: Medial Vowels

251-400

• Say the sound for most consonants and vowels

• Reading words with consonants and short vowels (sun, cap)

Lower Range: Medial Vowels

Middle Range: Reading CVC Words

Higher Range: Consonant Digraphs

Above 400

• Say the sound for most consonants, vowels, and digraphs

• Reading words with long vowels (bike, rope)

Lower Range: Consonant Digraphs

Middle Range: Building Words

Higher Range: Long Vowel Sounds

Word Recognition


Word Reading (K, spring; 1,2)measures your student’s word reading skills





300 and below

• Know letter-sound correspondence

• Read CVC words (cap)

• Read high frequency and sight words (said)

• Short and long for all five vowels (tap/tape; bet/bee; fin/fine; hop/hope; cub/cube)

Lower Range: Reading CVC Words

Middle Range: Building Words

Higher Range: Long Vowel Sounds

301-450

• Know sounds for short and long vowels

• Read one-syllable words with blends (stop) and some long vowel teams (peel)

• Long vowel teams (sail, boat)

• Open and closed syllables (open – me; closed – met)

Lower Range: Long Vowel Sounds

Middle Range: Word Families

Higher Range: Long Vowel Teams

451-600

• Know sounds for some vowel teams and combinations

• Read one- and two-syllable words with different syllable types (open – me; closed – met)

• All six syllable types (closed; open; vowel-consonant-e - cape; vowel team - sail; consonant+le - stable; r-controlled - barn)

• Vowel combinations (grow, eight)

Lower Range: Long Vowel Teams

Middle Range: Two Syllable Words

Higher Range: Vowel Combinations

Above 600

• Read two or more syllable words containing six syllable types and spelling patterns (dedicate)

• Strategies for reading multi-syllable words, including syllable division and knowledge of affixes

Lower Range: Vowel Combinations

Middle Range: Multi-Syllable Words

Higher Range: Simple Suffixes

Word Recognition


Spelling (2)measures your student’s spelling skills





500 and below

• Spell high frequency words and sight words (come)

• Use letter-sound knowledge to spell one-syllable words with some short and long vowels (run, fly)

• Long and short sounds for all five vowels (tap/tape; bet/bee; fin/fine; hop/hope; cub/cube)

• Spelling with blends (slid) and digraphs (chop)

Lower Range: Building Words

Middle Range: Long Vowel Sounds

Higher Range: Silent E Construction

501-600

• Spell one syllable words with blends (slid) and digraphs (chop)

• Spell one syllable words with some long vowel teams (pail)

• Vowel teams and combinations (boat, light)

• Spelling two syllable words (thunder)

Lower Range: Silent E Construction

Middle Range: Two Syllable Words

Higher Range: Vowel Combinations

601-700

• Spell one- and two-syllable words with additional vowel teams and combinations (r-controlled – short)

• Spelling two syllable words containing spelling generalizations and rules (dge rule - dodges)

Lower Range: Vowel Combinations

Middle Range: Multi-Syllable Words

Higher Range: Spelling Generalizations and Rules

Above 700

• Spell contracted words (hadn’t)

• Spell one and two-syllable words with additional vowel teams and combinations, spelling patterns, and rules

• Spelling two or more syllable words with suffixes and spelling changes (drop→dropping)

Lower Range: Spelling Generalizations and Rules

Middle Range: Syllable Division

Higher Range: Spelling Rules (Doubling & Drop E)

Word Recognition


Word Recognition (3-12)measures your student’s word reading and spelling skills





300 and below

• Apply appropriate phonics and word analysis skills to read unfamiliar multisyllabic words

• Recognize words typically known by students in the lower elementary grades

• Strategies for reading and spelling multisyllabic words

Lower Range: Two Syllable Words

Middle Range: Multisyllabic Words

Higher Range: Syllable Division

301-400


• Recognize words typically known by students in the upper elementary grades

• Strategies for reading and spelling multisyllabic words with affixes

Lower Range: Syllable Division

Middle Range: Simple Suffixes

Higher Range: Latin Suffixes

401-550


• Recognize words typically known by students in the lower middle school grades

• Strategies for reading and spelling words multisyllabic words that include spelling changes and rules

Lower Range: Latin Suffixes

Middle Range: Spelling Rules (Doubling and Drop E)

Higher Range: Prefix Change Rules

Above 550


• Recognize words typically known by students in the upper middle grades and beyond

• Strategies for reading and spelling multisyllabic words, including identifying specific patterns related to word structure

Lower Range: Prefix Change Rules

Middle Range: Spelling Rules: Change y to i

Higher Range: Special Accent Rules

Word Recognition


Vocabulary Pairs (K, 1, 2)measures your student’s understanding of how word meanings are related





350 and below

• Understand word meanings and relationships typically understood by students in pre-kindergarten (warm, sunshine, pants)

• Foundational word meanings and relationships, including basic categories and concepts

Lower Range: Basic Categories

Middle Range: Basic Concept Words

Higher Range: Combining Adjectives

351-500

• Understand word meanings and relationships typically understood by students in grades K-1 (classroom, present, gift)

• Basic word meanings and relationship strategies, including categorization

Lower Range: Basic Concept Words

Middle Range: Combining Adjectives

Higher Range: Categorizing Words

501-600

• Understand word meanings and relationships typically understood by students in grades 1-2 (past, answer, before)

• Intermediate word meanings and relationships, including knowledge of multiple meaning words

Lower Range: Combining Adjectives

Middle Range: Categorizing Words

Higher Range: Multiple Meaning Words

Above 600

• Understand word meanings and relationships typically understood by students in grades 2 and up (trustworthy, honest, hopeful)

• Advanced word relationship meanings and strategies, including synonyms and antonyms

Lower Range: Categorizing Words

Middle Range: Multiple Meaning Words

Higher Range: Synonyms and Antonyms

Academic Language


Following Directions (1, 2)measures your student’s understanding of spoken directions





400 and below

• Understand short, single step oral sentences when following directions and asking for help or information (Click on the blue car.)

• Foundational oral language comprehension skills, including describing words and picturing skills

Lower Range: Picturing Key Words

Middle Range: Basic Concept Words

Higher Range: Describing Words

401-550

• Understand two-step oral commands when following directions and asking for help or information (Click on the first dog, then click on the last car.)

• Phrase- and sentence-level comprehension Lower Range: Describing Words

Middle Range: Combining Adjectives

Higher Range: Sentence Comprehension

551-700

• Understand oral directions in longer, multi-step commands when following directions and clarifying comprehension (After you put the car at the beginning of the row, click on the biggest dog.)

• Sentence-level comprehension and sequencing

Lower Range: Sentence Comprehension

Middle Range: Sequencing Sentences

Higher Range: Sentence Building

Above 700

• Understand oral directions in longer, multi-step commands when following directions and clarifying comprehension (Before you put the smallest car to the right of the black dog, click on the white train in the third row.)

• Building and expanding sentences Lower Range: Sequencing Sentences

Middle Range: Sentence Building

Higher Range: Sentence Structure

Academic Language


Vocabulary Knowledge (3-12)measures how your student uses parts of a word to figure out what it means





300 and below

• Use knowledge of word parts (including Anglo-Saxon and Latin prefixes, suffixes, roots) as a clue to understanding unfamiliar words in lower elementary texts

• Apply knowledge of meanings and spellings of prefixes and suffixes as clues to meaning of a word

Lower Range: Simple Suffixes

Middle Range: Latin Suffixes

Higher Range: Prefix Meanings

301-450

• Use knowledge of word parts (including Latin prefixes, suffixes, roots) as a clue to understanding unfamiliar words in upper elementary texts

• Apply knowledge of Latin affixes and roots as clues to meaning of a word

Lower Range: Latin Suffixes

Middle Range: Prefix Meanings

Higher Range: Root Meanings

451-600

• Use knowledge of word parts (including Latin prefixes, suffixes, roots) as a clue to understanding unfamiliar words in lower middle school texts

• Identify patterns of word changes that indicate different meanings or parts of speech

Lower Range: Prefix Meanings

Middle Range: Root Meanings

Higher Range: Prefix Change Rules

Above 600

• Use knowledge of word parts (including Latin prefixes, suffixes, roots, and Greek combining forms) as a clue to under-standing the meaning and part of speech of unfamiliar words in upper middle school texts and beyond

• Apply knowledge of Greek combining forms and Latin affixes to understand vocabulary in math and the sciences

Lower Range: Root Meanings

Middle Range: Prefix Change Rules

Higher Range: Greek Combining Forms

Academic Language


Syntactic Knowledge (3-12)measures how your student uses parts of a sentence to understand ideas





350 and below

• Understand ideas in simple and compound sentences within lower elementary texts

• Use pronoun reference, subject-verb agree-ment, and connectives to make inferences about ideas in lower elementary texts

• Usage of different types of pronouns

• Structure of compound sentences

Lower Range: Inferences and Conclusions

Middle Range: Other Pronouns

Higher Range: Compound Sentences

351-500

• Understand ideas in simple and compound sentences within upper elementary texts

• Use pronoun reference, subject-verb agree-ment, and connectives to make inferences about ideas in upper elementary texts

• Structure of compound and complex sentences

Lower Range: Compound Sentences

Middle Range: Complex Sentences 1

Higher Range: Complex Sentences 2

501-600

• Understand ideas in compound and complex sentences in lower middle school texts

• Use pronoun reference, subject-verb agree-ment, and connectives to make inferences about ideas in lower middle school texts

• Structure of complex and compound-complex sentences

Lower Range: Complex Sentences 2

Middle Range: Compound-Complex Sentence

Higher Range: Signal Words

Above 600

• Understand ideas in diverse sentence structures (including compound-complex) in upper middle school texts and beyond

• Use pronoun reference, subject-verb agreement, and connectives to make inferences about ideas in upper middle school texts and beyond

• Structure of compound-complex sentences and the use of connective words and phrases

Lower Range: Compound-Complex Sentences

Middle Range: Signal Words

Higher Range: Connective Words & Phrases

Academic Language


Reading Comprehension (3-12)measures your student’s deep understanding of what they read





375 and below

Use text structure, including understanding of main idea & details, and story elements, to comprehend texts typical of early elementary school

Use of paragraph organization, including understanding of how key information is emphasized

Lower Range: Informational Text Structure/Narrative Text Structure

Middle Range: Inference & Conclusion

Higher Range: Cause & Effect

376-500

Use paragraph organization, including understanding of how key ideas and details are emphasized, to comprehend texts typical of upper elementary and middle school

Use of paraphrasing to monitor their understanding of key information and confirm comprehension

Lower Range: Cause & Effect

Middle Range: Compare & Contrast

Higher Range: Paraphrasing

501-600

Use paraphrasing to explain key information and monitor their comprehension of texts typical of middle school to early high school

Use of summarizing to analyze key information and comprehend texts

Lower Range: Compare & Contrast

Middle Range: Paraphrasing

Higher Range: Summarizing

Above 600

Use summarizing to analyze key information and comprehend texts typical for middle school and high school

Use of author’s viewpoint to make inferences and predictions and form independent judgments of text

Lower Range: Summarizing

Middle Range: Author’s Viewpoint

Higher Range: Predicting Outcomes

Reading Comprehension

rapidtm k-12 instructional pathways

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