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.
Other Searches and Summary Charts:
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.
STAR Early Literacy Computer-Adaptive Diagnostic Assessment
Author: Renaissance Learning
Date Published: 2005
|To Purchase this assessment, you must contact the publisher.|
|Renaissance Learning, Inc
|Time to administer
||Less than 10 minutes|
||Pre-K, K, 1, 2, 3|
Knowledge of Alphabetic Principle
Concepts About Print
Semantics (Vocabulary and Morphology)
|General Readiness (GR) — Student must demonstrate understanding of written word length, position words, words vs. letters, basic numeracy, word matching, word boundaries, shapes and sequences. |
Graphophonemic Knowledge (GK) — Student must demonstrate understanding of letter names and sounds, alphabetic letter sequence, and alphabetical order.
Phonemic Awareness (PA) — Student must demonstrate understanding of rhyming words, ability to blend word parts, and phonemes, sound discrimination, oral word length, and ability to identify missing sounds.
Phonics (PH) — Student must demonstrate understanding of long vowels, short vowels, beginning and ending consonants, consonant and vowel replacement, word families (onset and rime), consonant blends, clusters and digraphs.
Comprehension (CO) — Student must demonstrate ability to read and derive meaning from words, sentences, and paragraphs.
Structural Analysis (SA) — Student must demonstrate ability to find words within other words, build words and compound words.
Vocabulary (VO) — Student must demonstrate knowledge of high frequency words, synonyms, and antonyms.
|Language(s) tool can
be administered in
and test design data
|Raw scores are converted into scaled scores, domain and skill score, and a literacy classification.|
||Self-administered by computer (even for children who are not yet readers) by means of digitized audio directions for the test itself and for every test item. The assessment is designed for repeated administration throughout the school year. All record-keeping and report preparation functions are completely automated. The assessment has attained recognition as a scientifically research-based progress monitoring instrument by the federally-funded National Center for Student Progress Monitoring (NCSPM).|
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