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.
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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.
Gray Diagnostic Reading Tests - 2nd Edition (GDRT-2)
Author: Brian Bryant, J. Lee Wiederholt and Diane Pedrotty Bryant
Date Published: 2004
|To Purchase this assessment, you must contact the publisher.|
|ProEd Publishing Co.
8700 Shoal Creek Blvd.
Austin, TX 78757-6897
||$272.00 for complete kit.|
|Time to administer
||50 - 90 minutes|
||K, 1, 2, 3, and higher|
Concepts About Print
Semantics (Vocabulary and Morphology)
|Letter/Word Recognition — Depending on the level, students either determine whether the item in a box is a letter or word, or they identify the letter by name, or they identify the word. |
Phonetic Analysis — Depending on level, students must either identify the first letter in a word, or students must correctly pronounce a nonsense word.
Reading Vocabulary — Depending on level, students either match pictures with written words, or students determine which two words in a set are antonyms.
Meaningful Reading — Depending on level, students must either demonstrate understanding of print mechanics (point to a letter, point to a word, etc.), or students must insert a meaningful word into a sentence that has a word missing (cloze procedure).
Listening Vocabulary — Teacher reads words aloud to the student, and the student must point to an appropriate picture.
Rapid Naming — Students must quickly and accurately identify letters and familiar words.
Phonological Awareness — The student must repeat a word out loud, and then must say the word with a certain phoneme or syllable missing (e.g. "basketball" without "ball" is "basket").
|Language(s) tool can
be administered in
and test design data
|Raw scores can be converted to grade- and age-equivalent scores, standard scores, and percentile ranks. This assessment was normed on a representative sample of 1,018 students across the country in 1999-2000. Reliability (internal and test-retest) scores were found to be above .80, and validity measures were assessed using comparable existing reading assessments (GORT-4, CTPP, and Woodcock PEB-R).|
||Two forms of the test are available for test-retest applications. A software scoring and report system is available.|
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