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.
Stanford English / Spanish Language Proficiency Test (Stanford ELP / SLP)
Author: Pearson Assessments
Date Published: 2005
|Time to administer
||40 to 100 minutes, depending on level|
||Individual or Group|
||K, 1, 2, 3, and higher|
|Listening — Student must listen to short speeches and indicate their comprehension by responding to or questions (verbal and written) related to the speech. |
Writing Conventions — Students select sentences and words that use proper grammar, punctuation, and spelling.
Reading — Students must read a variety of different types of texts (literary, informational, and functional), and respond to a variety of different types of comprehension questions (explicit, interpretive, and vocabulary/idioms).
Writing — Students respond to prompts, and writing is evaluated based on word choice, sentence structure, and overall fluency.
Speaking — Students must read and repeat words, phrases, and sentences; they must complete sentences based on a picture prompt, they must create a story based on picture prompts, and they must respond appropriately to social questions or statements.
|Language(s) tool can
be administered in
|English and Spanish|
and test design data
|Raw scores can be converted to scaled scores, and scaled scores can be converted to a criterion category (pre-emergent, emergent, basic, etc.). Reliability assessments were determined from form to form (see notes) and internal consistency ratings. Validity was determined using a variety of other Stanford assessments (SDRT and SAT-9)|
||There are three forms (A, B, and C) of each level of the English Language Proficientcy Test (ELP) to allow for multiple assessments without test sensitization. The Spanish Language Proficiency Test (SLP) is only available in one form (Form A) at this time.|
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