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.
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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.
Stieglitz Informal Reading Inventory — 3rd Edition
Author: Ezra Stieglitz
Date Published: 2002
|To Purchase this assessment, you must contact the publisher.|
|Pearson -- Allyn and Bacon
160 Gould st.
Needham Heights, MA 02194
|Time to administer
||varies (20 - 30 minutes or more depending on student)|
||1, 2, 3, and higher|
|Phonemic Awareness — Student must determine whether words rhyme, identify segmented words (spoken by the teacher with a clear pause between each phoneme), identify beginning, middle, and final speech sounds (phonemes), and segment spoken words (inserting a clear pause between each phoneme). |
Word Identification in Context — The student reads a whole sentence, but the teacher only monitors the pronunciation of one target word in each sentence. The target words increase in difficulty (similar to a graded word list).
Word Identification in Isolation — Student must correctly identify words presented in graded lists (increasing in difficulty).
Oral Reading Accuracy — Student reads aloud from graded passages of text (increasing in difficulty) while teacher monitors reading accuracy. Passages are narrative and expository.
Reading (or Listening) Comprehension — After reading a passage of text, the student can (at the teacher's discretion) either describe the content of the passage (free recall), or answer comprehension questions.
|Language(s) tool can
be administered in
and test design data
|This is a criterion referenced test; no normative data is presented. Raw scores are converted into an estimation of reading level scores. Alternate form reliability measures were found to be in the .80 range.|
||There are two equivalent forms of each assessment (Form A and Form B) to allow for multiple assessment without test sensitization. In the specific analysis of comprehension errors, a distinction is drawn among three types of comprehension error — literal errors, interpretive errors, and creative errors. The authors of this assessment state that the graded reading passages and the comprehension questions can be used to assess listening comprehension.|
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