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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. Results are sorted by name.

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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 RAD Clipboard - for keeping track of reading assessment tools you're interested in. 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.

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Process Assessment of the Learner (PAL) — Test Battery for Reading and Writing

Author: Virginia Wise Berninger
Date Published: 2001


To Purchase this assessment, you must contact the publisher.
The Psychological Corporation - A Harcourt Assessment Co.
http://PsychCorp.com

800-211-8378  

Cost $1329.45
Time to administer 45 to 60 minutes, but may vary depending on level and subtests given
Administration Individual
Grades K, 1, 2, 3, and higher
Cognitive elements
supported
Language Comprehension
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Phonological Awareness
Subtests and
skills assessed
Alphabet Writing — Student is instructed to write the alphabet quickly and accurately. There is a 5-minute time limit, and a scoring rubric is used to determine whether letters are written correctly.

Receptive Coding — On some items, student compares two words to determine if they are identical. On other items, student determines whether a letter is contained within a word.

Expressive Coding — Teacher pronounces nonsense words aloud, and the student must write them using appropriate spelling-sound conventions.

RAN-Letters — Student must quickly and accurately identify letters of the alphabet.

RAN-Words — Student must quickly and accurately identify common, high-frequency words.

RAN-Digits — Student must quickly and accurately identify numbers.

RAN-Words and Digits — Student must quickly and accurately identify common, high-frequency words and numbers.

Note-Taking Task A — Teacher reads a simulated lecture aloud to the student, and the student must capture both the main idea of the lecture and also supporting ideas.

Rhyming — Two rhyming words and one non-rhyming word are presented to the student, and the student must determine which word does not rhyme.

Syllables — Student must identify, isolate and delete syllables in words and nonsense-words (e.g. say "hotcake" without "cake").

Phonemes — Student must identify, isolate and delete phonemes in words and nonsense-words (e.g. say "pill" without "ill").

Rimes — Student must isolate and delete rimes from words and nonsense words (e.g. say "weather" without "eth").

Word Choice — Student must decide which spelling of a word (out of three choices) is correct.

Pseudoword Decoding — Student must correctly pronounce pseudowords.

Story Retell — Student must listen to a story, and retell the important details from the story. A few comprehension questions are also given to prompt the student. Responses are open-ended and a rubric is provided to guide scoring responses.

Finger Sense — Student must engage in a variety of tasks involving the fingers (e.g. touch finger and thumb, identify which finger is being touched by the teacher, identify the letter or number that the teacher "writes" on the finger with a wooden stylus).

Sentence Sense — Student must identify which of three similar sentences is correctly written.

Copying — Student must accurately and quickly copy sentences and paragraphs.

Note-Taking Task B — Similar to Note-Taking Task A (see above)
Language(s) tool can
be administered in
English
Score reporting
and test design data
Raw scores on each subtest can be converted to decile scores, so students in each grade can be compared against the performance of a national sample of students. The test was standardized using a representative nation-wide sample of students. The validity of the assessment was established through correlations with other existing assessments (e.g. WIAT-II and PPVT-III)
Notes Different subtests are appropriate for students at different grades, and not all subtests would be given to every student.
 

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