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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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Comprehensive Test of Phonological Processing (CTOPP)

Author: Richard Wagner, Joseph Torgesen, and Carol Rashotte
Date Published: 1999


To Purchase this assessment, you must contact the publisher.
ProEd Publishing Co.
8700 Shoal Creek Blvd.
Austin, TX 78757-6897
http://www.proedinc.com

(800) 897-3202  

Cost $276.00 for classroom kit.
Time to administer Approximately 30 minutes
Administration Individual
Grades K, 1, 2, 3
Cognitive elements
supported
Phoneme Awareness
Phonological Awareness
Subtests and
skills assessed
Elision — The student must repeat a word with one phoneme omitted (when the phoneme is omitted, the remaining word is always a real word).

Blending Words — Words are spoken aloud to the student with a clear pause between each phoneme, and the student must correctly identify each word.

Initial Sound Matching — The student must match two words that begin with the same sound (phoneme).

Final Sound Matching — The student must match two words that end with the same sound (phoneme).

Nonword Repetition — Non-words are read aloud to the student, and the student must repeat them verbatim. Some of the non-words are very long, so this is a test of phonological memory span.

Rapid Color Naming — The student must identify colors by name as quickly as possible (for ages 7 and older only).

Rapid Digit Naming — The student must identify numerals from a list as quickly as possible (for ages 7 and older only).

Rapid Letter Naming — The student must identify letters of the alphabet as quickly as possible (for ages 7 and older only).

Rapid Object Naming — The student must identify objects (from pictures) as quickly as possible.

Blending Nonwords — Nonsense words are spoken aloud to the student with a clear pause between each phoneme, and the student must correctly identify each nonsense word.

Phoneme Reversal — Real words are read backwards to the student. The student must identify the word (for ages 7 and older only).

Segmenting Words — A word is spoken aloud to the student, and the student repeats the word, placing a clear pause between each phoneme (for ages 7 and older only).

Segmenting Nonwords — A nonsense word is spoken aloud to the student, and the student repeats the nonsense word, placing a clear pause between each phoneme (for ages 7 and older only).

Memory for Digits — Random digits are read aloud to the student, and the student must repeat them in the same order.

Language(s) tool can
be administered in
English
Score reporting
and test design data
Scores from subtests can be combined to derive three composite scores: the Phonological Awareness Quotient, the Phonological Memory Quotient, and the Rapid Naming Quotient. Scores can be converted into percentiles, standard scores, and age- and grade-equivalent scores. Normed on a representative nationwide sample of more than 1,600 students. Reliability coefficients were in the .70 to .90 range, and validity measures are available from the publisher.
Notes This is a collection of assessments designed to assess verbal memory, rapid automatized naming (RAN), and phonological processing (PP). RAN and PP have been shown to make separate contributions to reading success, and are the two components of the double-deficit hypothesis.
 

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