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.
Texas Primary Reading Inventory
Author: Texas Education Agency, The University of Texas System, & The University of Houston System Date Published: 2010
Date Published: 2010
||$189.95 for the TPRI® Benchmarking Kit (K-3) that includes the TPRI® Teacher's Guide, Reading Comprehension Story Booklet, Task Cards, and Stopwatch|
|Time to administer
||Varies depending on level and subtests given.|
||Individual or Group|
||K, 1, 2, 3|
Concepts About Print
|Phonemic Awareness — Student must demonstrate awareness of phonemes through a variety of phonological and phoneme awareness tasks (segmentation, deletion, etc.). (Grades K and 1) |
Word Reading — Student must correctly identify words in graded lists. (Grades 1, 2, and 3)
Book and Print Awareness — Student must demonstrate knowledge of the function of print and of the characteristics of books and other print materials. (Grade K)
Listening Comprehension — Teacher reads passages aloud to the student, and the student must demonstrate comprehension by answering comprehension questions about the text. (Grades K and 1)
Graphophonemic Knowledge — Student must identify letters by name and demonstrate knowledge of letter-sound (phoneme) correspondence (Grades K and 1), perform word building activities (Grade 1), and spelling activities (Grades 2 and 3).
Reading Accuracy — Student must accurately read aloud graded passages of text. (Grades 1, 2, and 3)
Reading Fluency — Student must read connected text accurately, quickly, and without hesitation. (Grades 1, 2, and 3)
Reading Comprehension — Student must independently read passages of text and correctly answer comprehension questions related to the text. (Grades 1, 2, and 3)
|Language(s) tool can
be administered in
and test design data
|This is a criterion-referenced assessment. No normative data is available. Reliability and validity data are available from the publisher.|
TPRI® is a complete solution for assessing and improving the reading skills of K-3 students who receive primary reading instruction in English. Used in more than 75,000 classrooms across the country, TPRI® helps teachers identify students’ strengths and problem areas early and provide effective, data-informed instruction.
The TPRI® system guides teachers through every step of improving reading outcomes for all students: Screening, Diagnosis, Intervention, and Monitoring. Teachers start with a brief, reliable universal screener that identifies students at risk for reading difficulties. Once screening has identified children who may be at risk, teachers use the Inventory Section to conduct a more in-depth assessment of struggling students' skills in key areas. Teachers then target instruction to their students' needs with the Intervention Activities Guide. With the brief Progress Monitoring Assessments—one kit for emerging readers, one for beginning readers—teachers will monitor student progress in just a few minutes.
End of list. You may return to the Reading Assessment Database to search again.