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.
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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.
Group Reading Assessment and Diagnostic Evaluation (GRADE)
Author: Kathleen T. Williams
Date Published: 2001
|To Purchase this assessment, you must contact the publisher.|
1330 Avenue of the Americas, 17th Floor, NY, NY 10019
||$230.50 set for levels P and K; $220.50 set for levels 1,2,3; $323.50 set for levels 4,5,6, M, H, A.|
|Time to administer
||45 minutes to 2 hours (depending on level)|
||Individual or Group|
||Pre-K, K, 1, 2, 3, and higher|
Semantics (Vocabulary and Morphology)
|Listening Comprehension — Student listens to a sentence read orally by the teacher, and decides which picture best matches that sentence. Different items focus on comprehension of vocabulary, grammar, idiom, inference, and non-literal expressions. (Level P, K, 1) |
Picture Matching — Student must determine which two figures are identical. (Level P)
Picture Differences — Student must determine which picture is different from the other three. (Level P)
Verbal Concepts — Student must select the picture that best matches a verbal description. (Level P)
Picture Categories — Student must select the picture of an object which object does not belong in the same semantic category as other objects in the set. (Level P)
Sound Matching — Student must match two words based on beginning or ending sound (phoneme). Pictures are used as cues to help the student remember the comparison words. (Level P, K)
Rhyming — Student must determine whether two words rhyme or not. (Level P, K)
Print Awareness — Student must demonstrate knowledge of print conventions by identifying various elements of print such as capital letter, word, or sentence. (Level K)
Letter Recognition — Student must accurately identify upper-case and lower-case letters. (Level K)
Same and Different Words — For some items, the student must determine which of four alternatives is identical to a target word. For the other items, the student must determine which word is different from the target word. (Level K)
Phoneme-Grapheme Correspondence — Student must identify the letter that given words begin or end with.
Word Reading — Student must match spoken words with written words. Both regular and irregular words are used in this task. (Level 1, 2)
Word Meaning/Vocabulary — Student must match written words with pictures. (Level 1, 2, 3)
Sentence Comprehension — Student reads a sentence with a word missing, and then must decide which word would best complete the sentence. Simple, compound, and complex sentences are used. (Level 1, 2, 3)
Passage Comprehension — Student reads a passage of text and responds to multiple-choice comprehension questions (both explicit and implicit). (Level 1, 2, 3)
|Language(s) tool can
be administered in
and test design data
|This is a norm-referenced assessment — raw scores from each of the subtests can be converted to stanines. Composite and total test raw scores can be converted to stanines, standard scores, percentiles, normal curve equivalencies, and grade equivalencies. Reliability coefficients for alternate form and test-retest were in the .90 range. Concurrent and predictive validity was assessed using a variety of other standardized reading assessments (e.g. TerraNova, Iowa Test of Basic Skills, California Achievement Test, etc.)|
||Alternate forms of this assessment are provided for each level. The levels of this assessment are as follows: Level P for pre-kindergarten and kindergarten; Level K for kindergarten and first grade, Level 1 for kindergarten, first, and second grade; Levels 2-6 for upper elementary school; Level M for middle school grades 5 through 9; Level H for high school, and Level A for upper high school and post secondary students. Multiple scoring options are available from the publisher, as well as an on-line reporting and management system.|
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