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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summary chart comparing all assessments and their features.
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.
Brigance Diagnostic Comprehensive Inventory of Basic Skills - Revised (CIBS-R)
Author: Albert H. Brigance
Date Published: 1999
|Time to administer
||Dependent on student and assessments administered|
||Pre-K, K, 1, 2, 3, and higher|
Semantics (Vocabulary and Morphology)
|This is a collection of assessment tools, and the skills measured depend on the assessment given. Each assessment contains multiple subtests. |
Readiness — too many subtests to list (27 subtests). Examples include recognizing colors, self-help skills, drawing a person, visual motor skills, visual discrimination, letter and alphabet knowledge, letter and number writing, counting and gross motor skills.
Listening comprehension — five subtests: Auditory discrimination (phonology), sentence memory, following oral directions (language comprehension), listening vocabulary grade-placement test, listening comprehension grade-placement test.
Word recognition grade-placement test — a test of decoding skill; words from a graded word list are read aloud
Oral reading — graded passages; oral reading accuracy is scored. A test of decoding skill.
Reading and listening comprehension — two subtests: Reading vocabulary comprehension grade placement test (child must pick one word from a group that does not belong) and graded comprehension passages (comprehension is assessed through multiple-choice questions)
Word analysis — the word analysis survey is one subtest: auditory discrimination, reading rhymes, and reading words in word families. The word analysis section also contains other non-validated assessments which are similar to the sub-parts of the word analysis survey (but which are too numerous to list here).
Functional word recognition — basic sight vocabulary, direction words, number words, warning and safety signs, information signs, warning labels and food labels
Spelling — spelling grade placement (graded word lists), initial consonants, initial blends and digraphs, suffixes, prefixes, and number words
|Language(s) tool can
be administered in
and test design data
|Scores are presented as raw scores, percentiles, grade-equivalent scores, and age-equivalent scores. Criterion-referenced categories are also provided to give a categorical description of the student's performance. This assessment battery was standardized on a representative nationwide sample of 1,121 children. Test-retest reliability in the lower grades was in the .85 range, and the inter-rater reliability, alternative forms reliability, and internal consistency measures were all also uniformly high. Validity was assessed using the Iowa Test of Basic Skills, the Stanford Achievement Test, and the California Achievement Test.|
||This inventory has options for group testing on certain subtests. Two forms of the test are available for pre- and post-test applications. In the word analysis section, special attention is given to the position of the sounds/letters in the words (e.g. initial consonant or final consonant). Also, special consideration is given to blends and digraphs. The revised version of this assessment battery was published in August of 1998. This assessment battery also includes assessments in speech, writing, basic math, graphs and maps, and reference skills.|
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