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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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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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Bracken Basic Concept Scale - Third Edition: Receptive

Author: Bruce A. Bracken
Date Published: 1998


To Purchase this assessment, you must contact the publisher.
Pearson
http://pearsonassess.com/haiweb/cultures/en-us/productdetail.htm? pid=015-8032-101

800-211-8378  

Cost $42 for a package of 15 Record Forms
Time to administer 30 minutes
Administration Individual
Grades Pre-K, K, 1, 2
Cognitive elements
supported
Letter Knowledge
Semantics (Vocabulary and Morphology)
Subtests and
skills assessed
Colors — Student must identify common colors by name.

Letters — Students must identify upper-case and lower-case letters.

Numbers/Counting — Student must identify single- and double-digit numerals, and must count objects.

Sizes — Student must demonstrate knowledge of words used to depict size (e.g. TALL, WIDE, etc.)

Comparisons — Student must match or differentiate objects based on a specific characteristic.

Shapes — Student must identify basic shapes by name.

Direction / Position — Students must demonstrate knowledge of words used to depict direction (e.g. UNDER, CENTER, LEFT)

Self / Social Awareness — Students must demonstrate familiarity with social concepts as well as relationship terms (e.g. ANGRY, TIRED, FATHER, YOUNG).

Texture / Material — Students must demonstrate knowledge of words used to depict texture or materials (e.g. SOLID, ROUGH, METAL, GLASS).

Quantity — Students must demonstrate knowledge of words used to describe quantity (e.g. FULL, TRIPLE, A LOT).

Time / Sequence — Students must demonstrate knowledge of concepts related to time or sequence (e.g. after, summer, first).
Language(s) tool can
be administered in
English and Spanish
Score reporting
and test design data
Raw scores can be converted to percentile rank scores and standard scores. Guides are provided to convert standard scores into criterion categories (e.g. "advanced" or "delayed"). Reliability measures were within expected ranges given the age of the students. Validity was assessed using other published assessments (e.g. WPPSI-R, DAS). The BBCS Spanish Edition was developed, normed, and validated independently.
Notes This assessment can be used with children as young as 2.6 years of age.
 

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