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.
Pre-Reading Inventory of Phonological Awareness (PIPA)
Author: Barbara Dodd, Sharon Crosbie, Beth McIntosh, Tania Teitzel, & Anne Ozanne
Date Published: 2000
|To Purchase this assessment, you must contact the publisher.|
|The Psychological Corporation - A Harcourt Assessment Co.
||$169.00 (Examiner's manual, Stimuli Book, and 25 Record Forms)|
|Time to administer
||Pre-K, K, 1|
|Rhyme Awareness — Student must identify non-rhyming word from a set of four words |
Syllable Segmentation — Student must repeat words, inserting a clear pause between each syllable (words are 2-5 syllables).
Alliteration Awareness — Student must identify the word that does not begin with the same sound (phoneme) as other words in the same set.
Sound Isolation — Student must identify the first sound (phoneme) in a word.
Sound Segmentation — Student must repeat words, inserting a clear pause between each sound (phoneme).
Letter-Sound Knowledge — Student must identify the sound (phoneme) that corresponds to each letter.
|Language(s) tool can
be administered in
and test design data
|Raw scores can be converted into percentile ranges which can then be used to categorize the student's achievement at Emerging/Below Basic, Basic, or Proficient range of development. Norms were based on representative sample (450) of the U.S. population of children aged 4 -6 years old. Reliability for each subtest and age were in the .80 range. Validity was assessed using the kindergarten and first grade versions of the Early Reading Diagnostic Assessment, Second Edition.|
||The PIPA is an adaptation of the United Kingdom edition of the Preschool and Primary Inventory of Phonological Awareness (PIPA).|
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