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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You can also perform an new search of the assessment database
to look for more specific information about reading tests, or you can view a
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.
Observation Survey of Early Literacy Achievement, Revised 2nd Edition
Author: Marie M. Clay
Date Published: 2005
||$29.50 for book containing reproducible assessments|
|Time to administer
||K, 1, 2, 3|
Concepts About Print
|Oral Reading — Student reads aloud from passages of text while the teacher monitors accuracy. Instructions for how to take a "running record" and record miscues are provided. |
Concepts of Print — Students demonstrate knowledge of 22 print concepts (front of book, back of book, text direction, etc. )
Letter Identification — Student must correctly identify both upper- and lower-case letters.
Word Reading — Student must correctly identify "sight" words from graded lists.
Writing Vocabulary — Student must write as many words as he or she knows.
Hearing and Recording sounds in words — Student must correctly write (encode) words from a dictated passage.
|Language(s) tool can
be administered in
and test design data
|Raw scores are converted to stanines. Norms and reliability measures were established on each subtest separately and are summarized in the book.|
||This book is broken into two parts — the first part instructs teachers on how to observe and make sense of the reading behavior of children as they read aloud. The second part is a collection of assessment tools that measure more specific skills in the emergent reader (It should be noted that the books that accompany the concepts about print test, "Stones" and "Sand," must be purchased separately). All together, it provides the administrator with the power to customize assessment to the individual. With multiple tests, developmental progress can be monitored. This book, further, offers suggestions to various reading problems.|
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