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Reading Assessment Database: Search Results


The essential cognitive elements of the reading process have been outlined in the Cognitive Framework of Reading. To assist educators in organizing their assessment practices around the cognitive framework, we've created a way to easily search for published early reading assessments that specifically test skills and knowledge outlined by the Cognitive Framework of Reading.

To find out more about the Reading Assessment Database, you can read the overview page for a description of the database and tips for using it effectively.


You have just searched the Reading Assessment Database for Grades K-2 for published reading assessments. that test . There is 1 test that matches your search. Results are sorted by name.

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Phonemic Awareness in Young Children: A Classroom Curriculum

Author: Marilyn Jager Adams, Barbara Foorman, Ingvar Lundberg and Terri Beeler
Date Published: 1998


To Purchase this assessment, you must contact the publisher.
Paul H. Brookes Publishing Co.
P.O. Box 10624
Baltimore, Maryland 21285-0624
http://www.pbrookes.com

(800) 638-3775  

Cost $29.95 for book of activities and reproducible assessments
Time to administer 30 minutes if all assessments are given
Administration Individual or Small Groups
Grades K, 1
Cognitive elements
supported
Phoneme Awareness
Phonological Awareness
Subtests and
skills assessed
Detecting rhymes a test of phonological awareness

Counting syllables a test of phonological awareness

Matching initial sounds — match two pictures that start with the same sound

Counting phonemes in single words — a test of phoneme awareness

Comparing word lengths — decide which word is longer — shorter word is always embedded in longer word (e.g. "cow" and "cowboy")

Representing phonemes with letters — provide a letter that could represent a spoken sound — a test of letter-sound knowledge
Language(s) tool can
be administered in
English
Notes This book is primarily devoted to helping teachers develop a phonemic awareness classroom curriculum. Activities that support phonemic awareness are described, and the book even provides a suggested schedule for when activities should be introduced. The last chapter of the book is devoted to assessing phonological awareness, and each subtest assesses a different aspect of phonological awareness.
 

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