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.
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The Reading Assessment Clipboard:
If you would like to keep track of reading assessments that interest you, you can add them to your
"Assessment Clipboard" for later viewing and printing. You even have the option to e-mail the details about
the assessments to yourself or others.
- To view the clipboard, click on the large clipboard image to the right.
- To add an assessment to the clipboard, click on the tiny clipboard next to the assessment name as seen in the list of assessments below.
Gates-MacGinitie Reading Tests, 4th Edition (GMRT-4)
Author: Walter H. MacGinitie, Ruth k. MacGinitie, Katherine Maria, & Lois G. Dreyer
Date Published: 2002
|To Purchase this assessment, you must contact the publisher.|
|Riverside Publishing Company (division of Houghton Mifflin)
||PR ($146 for package of 25) and BR-AR ($122.83 for package of 25)|
|Time to administer
||PR and BR (75-100 min); Level 1 and 2 (75 min); Other levels (55 minutes)|
||Individual or Group|
||Pre-K, K, 1, 2, 3, and higher|
Concepts About Print
|Literacy Concepts — Student must demonstrate knowledge of print mechanics (e.g. identify a word, identify a letter, text runs left-to-right and top-to-bottom, etc.) |
Oral Language Concepts — Students must demonstrate skills in a variety of tasks including phoneme sequencing, phoneme matching, phoneme segmentation, and word length.
Letters and Letter-Sound Correspondences — Student must demonstrate knowledge of letters and must match letters with appropriate sounds (phonemes). In higher-levels, students must demonstrate knowledge of initial consonants and consonant clusters, final consonants and consonant clusters, and vowels.
Listening (Story) Comprehension — Students must listen to a passage of text read aloud, and must answer comprehension questions about the passage.
Basic Story Words — Student must demonstrate understanding of text-related vocabulary.
Word Decoding — Student must accurately identify isolated words in grade word lists.
Comprehension — Student must read a passage of text and correctly answer relevant comprehension questions.
Word Knowledge — Student must select an appropriate word based on given cues.
|Language(s) tool can
be administered in
and test design data
|Raw scores can be converted into national stanines, normal curve equivalents (NCEs), national percentile ranks, grade equivalents, and extended scale scores. About 65,000 students from all part of the country from both public and private schools were tested in teh fall of 1998 and spring of 1999 for the Fourth Edition. Additional score interpretation is available from the Riverside Scoring Service.|
||Level PR is appropriate for preschool aged children (for students who are about to be taught how to read), Level BR is appropriate for kindergarten students and beginning of Grade 1(designed to provide a benchmark measure at the beginning of Grade 1), and the Levels correspond to grade levels (level 1 to 1st grade and so on). Machine scorable booklets are available from the publisher for a fee.|
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