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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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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 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.

  • 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.


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Test of Phonological Awareness Skills (TOPAS)

Author: Phyllis L. Newcomer and Edna Barenbaum
Date Published: 2003


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 $120.00 for kit
Time to administer 20 - 30 minutes
Administration Individual
Grades K, 1, 2, 3, and higher
Cognitive elements
supported
Phoneme Awareness
Phonological Awareness
Subtests and
skills assessed
Rhyming — The student must complete a sentence with a word that is both semantically appropriate and which rhymes with a previous target word in the sentence (e.g. "I hurt my KNEE falling out of a _____.").

Incomplete Words — The teacher says a word aloud, deleting a certain phoneme. The student must correctly identify the missing phoneme.

Sound Sequencing — A set of colored blocks is used in this task. The student is told that each colored block represents a speech sound (phoneme), and the student must represent speech sounds in words by arranging the colored blocks appropriately.

Phoneme Deletion — The student must repeat a word out loud, and then must say the word with a certain phoneme missing (e.g. say "cat" without the /k/).
Language(s) tool can
be administered in
English
Score reporting
and test design data
Raw scores can be converted into age- and grade-equivalent scores, percentile scores, and standard scores. This assessment was normed on a nation-wide sample of 926 students. Reliability was demonstrated using inter-rater reliability and time sampling. Validity was assessed using similar existing assessments (e.g. CTOPP, LAC, and DAB-3).
Notes A cassette is provided to help administration of the Sound Sequencing subtest. A similar assessment is available for use with Spanish-speaking students called the Test of Phonological Awareness in Spanish (TPAS).
 

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