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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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Test of Phonological Skills in Spanish (TPAS)

Author: Cynthia Riccio, Brian Imhoff, Jan E. Hasbrouck, and G. Nicole Davis
Date Published: 2004

To Purchase this assessment, you must contact the publisher.
ProEd Publishing Co.
8700 Shoal Creek Blvd.
Austin, TX 78757-6897

(800) 897-3202  

Cost $91.00 for kit
Time to administer 15 - 30 minutes
Administration Individual
Grades K, 1, 2, 3, and higher
Cognitive elements
Phoneme Awareness
Phonological Awareness
Subtests and
skills assessed
Initial Sounds — Student must determine whether two words begin with the same sound (phoneme).

Final Sounds — Student must determine whether two words end with the same sound (phoneme).

Rhyming Words — Student must determine if two words rhyme.

Deletion — The student must repeat a word out loud, and then must say the word with a certain phoneme or syllable missing (e.g. "bienvenido" without "bien").
Language(s) tool can
be administered in
Score reporting
and test design data
Raw scores can be converted into age- and grade-equivalent scores and percentile ranks. This assessment was normed using a nationwide sample of 1,033 students from across the country. Various Spanish dialects were represented in the sample. Reliability was demonstrated using inter-rater reliability and time sampling. Validity was assessed using similar existing assessments (e.g. CTOPP).
Notes A similar assessment is available for use with English-speaking students called the Test of Phonological Awareness (TOPAS).

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