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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 Cipher Knowledge. There are 31 tests that match 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 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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Abecedarian Reading Assessment

Author: Sebastian Wren and Jennifer Watts
Date Published: 2002


To Purchase this assessment, you must contact the publisher.
BalancedReading.com
http://www.balancedreading.com/assessment/

 

Cost Free download
Time to administer Varies depending on subtests given
Administration Individual
Grades K, 1
Cognitive elements
supported
Decoding
Cipher Knowledge
Lexical Knowledge
Phoneme Awareness
Knowledge of Alphabetic Principle
Letter Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
Subtests and
skills assessed
Letter Knowledge — Students must quickly and correctly identify upper-case and lower-case letters (mixed) of the alphabet. Students must also not incorrectly identify "foils" as letters (e.g. numbers, punctuation marks, etc.).

Rhyming Perception — Student must determine if two words rhyme.

Identity Perception — Student must determine if a word contains a certain phoneme (e.g. do you hear /s/ in "card"?).

Rhyming Production — Student must produce at least two rhyming words for each target word.

Identity Production — Student must produce a word that contains a specified phoneme (e.g. give me a word that contains a /t/)

First Sounds — Student must identify the first sound (phoneme) in each word.

Last Sounds — Student must identify the last sound (phoneme) in each word.

Phoneme Segmentation — Student must say a word aloud with a clear pause inserted between each phoneme in the word.

Alphabetic Principle — Student must determine which of two written words is being spoken by the teacher (can be determined by length of the word).

Vocabulary Production — Student must generate a reasonable definition for each word in a list.

Vocabulary Antonyms — Student must determine which word has the opposite meaning of a target word.

Vocabulary Synonyms — Student must determine which word has a similar meaning as a target word.

Decoding Fluency — Student must quickly and accurately identify a mix of regular and irregular words.

Decoding Irregular Words — Student must accurately identify a set of irregular words.

Decoding Regular Words — Student must accurately identify a set of regular words.
Language(s) tool can
be administered in
English
Score reporting
and test design data
This is a criterion-referenced assessment. No normative data is reported.
Notes This assessment is available for free download (in PDF format) from http://www.balancedreading.com/assessment/. The authors recommend using certain subtests as a screen for all students, and using the rest of the subtests to more carefully examine students who did not do well on the screen. This assessment is appropriate for kindergarten and beginning-of-year 1st grade.
 


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Assessment of Literacy and Language (ALL)

Author: Linda J. Lombardino, R. Jane Lieberman, and Jaumeiko J. C. Brown
Date Published: 2005


To Purchase this assessment, you must contact the publisher.
The Psychological Corporation - A Harcourt Assessment Co.
http://pearsonassess.com/HAIWEB/Cultures/en-us/Productdetail.htm? Pid=015-8074-742&Mode=summary

800-211-8378  

Cost $249.00 for complete kit
Time to administer Varies depending upon subtests given
Administration Individual or Group
Grades Pre-K, K, and 1
Cognitive elements
supported
Language Comprehension
Cipher Knowledge
Letter Knowledge
Concepts About Print
Semantics (Vocabulary and Morphology)
Syntax
Phonological Awareness
Subtests and
skills assessed
Basic Concepts — Student must point to a picture that is most similar to a verbal description (e.g. "Point to the big tree").

Receptive Vocabulary — Student must point to a picture that best represents a dictated word. Words increase in difficulty.

Parallel Sentence Production — The teacher describes a picture using certain grammar, then the student describes a similar picture using the same grammatical structure the teacher did. This is a test of syntax and morphemic knowledge.

Word Relationships — Student must describe why pairs of words are related (e.g. SUN and HOT).

Rhyme Knowledge — Student must determine whether two words rhyme, decide which word out of a set of words does not rhyme, produce a rhyming word when given a prompt, and complete a sentence with an appropriate rhyming word.

Sound Categorization — Student must decide which word out of a set of words does not begin with the same sound (phoneme) as the other words.

Elision — Student must omit part of a compound word (e.g. teacher says "cowboy," and student replies with "cow."

Letter Knowledge — Student must correctly identify letters (by name, by pointing to them, and by writing them).

Phonics Knowledge — Student must identify the sounds (phonemes) that typically correspond to letters and letter clusters. Student must also correctly pronounce simple nonsense-words.

Invented Spelling — Student must write dictated words using appropriate spelling-sound conventions.

Book Handling — Student demonstrates just the most basic knowledge of concepts about print (e.g. parts of a book, direction of reading)

Concept of Word — Student demonstrates more advanced concepts about word boundaries and identifies (without decoding) specific words.

Matching Symbols — Student must match identical pairs of letters or numbers as well as clusters of letters.

Sight Word Recognition — Student must correctly identify words in a graded list.

Rapid Automatic Naming — Student must quickly identify pictures of familiar objects.

Word Retrieval — Student is given a category, and must think of as many words as possible that fit that category in one minute (e.g. "Name all of the food items you can think of.").

Listening Comprehension — Student must retell important details from a story, and also answer comprehension questions about the story.

Language(s) tool can
be administered in
English
Score reporting
and test design data
This collection of assessments is a mix of norm-referenced and criterion-referenced subtests. Where appropriate, raw scores can be converted into percentile ranks. Data from certain subtest can be combined to provide overall index scores. This assessment was standardized using a nationwide, representative sample of PreK - 1 students. Reliability coefficients were within expected ranges for students of this age range. Validity was determined using subtest intercorrelations, as well as correlations with other existing assessments (e.g. CELF Preschool-2, PIPA, ERDA-2, etc.).
Notes The different subtests in the ALL are broken down into different levels of investigation. There are indicator assessments (used as a screen for all children), diagnostic assessments (for students who did not perform well on the indicator assessment), and criterion-referenced assessments (for further investigation into the cause of the difficulties).
 


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Bader Reading and Language Inventory - 6th Edition

Author: Lois A. Bader
Date Published: 2009


To Purchase this assessment, you must contact the publisher.
Pearson Education -- Merrill Printice Hall
One Lake Street
Upper Saddle River, MN 07458
http://www.pearsonhighered.com/educator/product/Bader-Reading-Language-Inventory/9780135005538.page

800-947-7700  

Cost $54.80 for graded reading passages and reproducible assessments
Time to administer Varies depending on subtests given
Administration Individual
Grades Pre-K, K, 1, 2, 3, and higher
Cognitive elements
supported
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Concepts About Print
Phonology
Syntax
Phonological Awareness
Subtests and
skills assessed
Student Priorities and Interests — inventories and checklists are provided to help teachers determine reading habits and interests.

English Language Screen — a set of questions requiring simple responses to determine the student's comprehension of English.

Graded word lists — the student identifies lists of words increasing in difficulty from grades Pre-K to high school. Words are a mix of regular and irregular words that should be within the oral vocabulary of students at each grade.

Graded reading passages — at every level (K-12), there are three comparable passages of text. One is to be read aloud by the student, the second is to be read silently by the student, and the third is to be read aloud by the teacher to the student. As the student reads aloud, the teacher monitors oral reading for accuracy (making note of different types of "miscues"). After each passage, the teacher asks the student to retell the story, and also asks a set of simple, explicit comprehension questions plus one inferential (interpretive) comprehension question.

Rhyme Recognition — word pairs are presented orally to the student, and the student must decide if the word pairs rhyme.

Initial Phoneme Recognition — words are presented to the student, and the student must repeat the first phoneme in the word.

Phonemic Manipulation — two sections: in the blending section, the teacher says words aloud with a clear pause between each phoneme, and the student must identify the word. In the segmentation section, the teacher says a word, and the student must repeat the word inserting a clear pause between each phoneme.

Letter Knowledge — the student must demonstrate knowledge of upper-case and lower-case letters in three different ways: by pointing to the correct letter from a set of all letters when the teacher provides the name, by providing the name when the teacher points to each letter, and by writing the correct letters when the teacher reads them aloud.

Hearing Letter Names in Words — twelve words with initial phonemes that sound like letter names (e.g. X-ray and deep) are read aloud to the student, and the student must identify the letter name at the beginning of the word.

Initial Consonant Phonics — a variety of words are presented with the same ending letters (OP) but with different first letters (e.g. ZOP, MOP, FOP). The student must correctly pronounce each word.

Initial Consonant Blend Phonics — same as previous subtest, but initial consonant blends are varied (e.g. STOP, FROP, PLOP)

Initial Consonant Digraphs — same as previous subtest, but initial consonant digraphs are varied (e.g. THOP, WHOP, PHOP)

Medial Vowel Phonics — same as previous, but the medial vowel is varied while the rest of the word remains the same (e.g. FAP, FEP, FOP)

Vowel Digraph Phonics — vowel digraphs vary and the rest of the word varies, too (e.g. SOOK, TEW, AUT)

Reversals — reversible words are given (e.g. PAL, TEN, WAS), and the student is asked to read them aloud correctly and quickly.

Structural Analysis — students read lists of nonsense words with real affixes aloud. Students also read compound words aloud.

Spelling — various lists emphasizing different spelling conventions are given to the students to spell

Visual Discrimination — students must match identical letters, words, and phrases

Auditory Discrimination — students must determine if two words read aloud to them are identical or different (e.g. BUS-BUS versus ROPE-RAP)

Literacy Concepts — student demonstrates basic knowledge of print concepts

Syntax (Word) Matching — the teacher reads a sentence repeatedly to a student, and then points to one word in the sentence. The student must determine what word the teacher is pointing to.

Semantics Cloze Tasks — a passage with words missing is read aloud to the student. For each missing word in the passage, the student must provide a semantically and syntactically reasonable word.

Grammatical Closure — students must complete sentences with grammatically correct words (e.g. I saw one man. Then I saw three _____.)
Language(s) tool can
be administered in
English
Score reporting
and test design data
This is a criterion referenced test; no normative data is presented.
Notes This is a collection of assessment tools, and the skills measured depend on the assessment given. Checklists for writing and oral language competence are also provided, as are summary sheets for organizing assessment information.
 


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Brigance Diagnostic Comprehensive Inventory of Basic Skills - Revised (CIBS-R)

Author: Albert H. Brigance
Date Published: 1999


To Purchase this assessment, you must contact the publisher.
Curriculum Associates, Inc
http://www.curriculumassociates.com/Products/detail.asp? Title=BrigCIBS

(800) 225-0248  

Cost
Time to administer Dependent on student and assessments administered
Administration Individual
Grades Pre-K, K, 1, 2, 3, and higher
Cognitive elements
supported
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Letter Knowledge
Phonology
Semantics (Vocabulary and Morphology)
Subtests and
skills assessed
This is a collection of assessment tools, and the skills measured depend on the assessment given. Each assessment contains multiple subtests.

Readiness — too many subtests to list (27 subtests). Examples include recognizing colors, self-help skills, drawing a person, visual motor skills, visual discrimination, letter and alphabet knowledge, letter and number writing, counting and gross motor skills.

Listening comprehension — five subtests: Auditory discrimination (phonology), sentence memory, following oral directions (language comprehension), listening vocabulary grade-placement test, listening comprehension grade-placement test.

Word recognition grade-placement test — a test of decoding skill; words from a graded word list are read aloud

Oral reading — graded passages; oral reading accuracy is scored. A test of decoding skill.

Reading and listening comprehension — two subtests: Reading vocabulary comprehension grade placement test (child must pick one word from a group that does not belong) and graded comprehension passages (comprehension is assessed through multiple-choice questions)

Word analysis — the word analysis survey is one subtest: auditory discrimination, reading rhymes, and reading words in word families. The word analysis section also contains other non-validated assessments which are similar to the sub-parts of the word analysis survey (but which are too numerous to list here).

Functional word recognition — basic sight vocabulary, direction words, number words, warning and safety signs, information signs, warning labels and food labels

Spelling — spelling grade placement (graded word lists), initial consonants, initial blends and digraphs, suffixes, prefixes, and number words
Language(s) tool can
be administered in
English
Score reporting
and test design data
Scores are presented as raw scores, percentiles, grade-equivalent scores, and age-equivalent scores. Criterion-referenced categories are also provided to give a categorical description of the student's performance. This assessment battery was standardized on a representative nationwide sample of 1,121 children. Test-retest reliability in the lower grades was in the .85 range, and the inter-rater reliability, alternative forms reliability, and internal consistency measures were all also uniformly high. Validity was assessed using the Iowa Test of Basic Skills, the Stanford Achievement Test, and the California Achievement Test.
Notes This inventory has options for group testing on certain subtests. Two forms of the test are available for pre- and post-test applications. In the word analysis section, special attention is given to the position of the sounds/letters in the words (e.g. initial consonant or final consonant). Also, special consideration is given to blends and digraphs. The revised version of this assessment battery was published in August of 1998. This assessment battery also includes assessments in speech, writing, basic math, graphs and maps, and reference skills.
 


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Brigance Diagnostic Inventory of Early Development II (IED-II)

Author: Albert Brigance and Frances Page Glascoe
Date Published: 2004


To Purchase this assessment, you must contact the publisher.
Curriculum Associates
http://www.curriculumassociates.com/products/detail.asp? Title=BrigIED2#buy_now_banner

800-225-0248  

Cost $159.00
Time to administer Varies depending on subtests given.
Administration Individual
Grades Pre-K, K, 1, 2
Cognitive elements
supported
Decoding
Cipher Knowledge
Letter Knowledge
Background Knowledge
Semantics (Vocabulary and Morphology)
Subtests and
skills assessed
This assessment collection contains too many subtests to adequately describe all of them. Specific reading-related assessments include:

Visual Discrimination — Student must determine whether sets of shapes, letters, and whole words are identical or different.

Lowercase Letter Knowledge — Student must correctly identify lowercase letters.

Word Recognition — Student must correctly identify regular and irregular words from lists.

Passage Reading — Student must read passages of text accurately.

Matches Initial Consonant with Pictures — Student must identify pictures of items whose names begin with the same letter.

Substitutes Initial Consonant Sounds — Teacher points to and says one of two words that rhyme, and the student must identify the second word (which differs only in the first letter — e.g. PAT-BAT).

Substitutes Short/Long Vowel Sounds — Teacher points to and says one of two words that are identical except for the medial vowel, and the student must identify the second word (which differs only in the medial vowel — e.g. DOT-DAT).

Writing — there are various subtests that require the student to write familiar words and letters accurately and legibly.

More — See notes
Language(s) tool can
be administered in
English
Score reporting
and test design data
Most of the subtests provide an expected criterion level, but normative data is also provided to compare students who take this test against a representative normative sample. Raw scores can be converted to percentile ranks and age-equivalent scores. Reliability and validity data was collected in 2003 on a sizeable, representative, nation-wide sample of students. Reliability and validity data is provided in the IED-II Standardization and Validation Manual.
Notes In addition to the assessments listed above, this assessment collection contains a variety of motor-skill assessments, school readiness assessments, and basic math assessments. It also contains multiple vocabulary and comprehension assessments, including picture vocabulary, color identification, shape identification, following directions, sentence memory, picture classification, and world knowledge.
 


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Brigance K & 1 Screen II

Author: Albert Brigance and Frances Page Glascoe
Date Published: 2005


To Purchase this assessment, you must contact the publisher.
Curriculum Associates
http://www.curriculumassociates.com

800-225-0248  

Cost $139 per pack of 120 data sheets; $38 for a pack of 30 sheets.
Time to administer Approximately 15 minutes
Administration Individual
Grades Pre-K
Cognitive elements
supported
Language Comprehension
Decoding
Cipher Knowledge
Letter Knowledge
Semantics (Vocabulary and Morphology)
Syntax
Subtests and
skills assessed
Identifies Body Parts — Student must name body parts when pointed to.

Gross Motor Skills — Student must demonstrate balance through several tasks.

Color Recognition — Student must point to correct colors as the teacher names them.

Visual Motor Skills — Student must copy shapes accurately.

Prints Personal Data — Student must write first and last name.

Rote Counting — Student counts as high as he or she can.

Numeral Comprehension — Student must match quantity of objects with numerals.

Number Readiness — Student matches groups of objects based on their number.

Reads Uppercase Letters — Student must correctly identify upper-case letters.

Reads Lowercase Letters — Student must correctly identify lower-case letters.

Recites Alphabet — Student must recite the alphabet correctly.

Visual Discrimination — Student must determine whether groups of letters and words are identical or different.

Phonemic Awareness and Decoding — Groups of words all starting with the same phoneme are read aloud to the student, and the student must correctly identify the letter those words all start with.

Listening Vocabulary Comprehension — Sets of words are read aloud to the student. In each set, all but one of the words are semantically related. The student must decide which word does not belong in the set.

Word Recognition — Student must correctly identify grade-appropriate lists of regular and irregular words.

Draws A Person — Student must draw a complete picture of a person, including a variety of body parts.

Computation — Student must solve simple math problems.

Numerals in Sequence — Student must write numerals from one to ten.
Language(s) tool can
be administered in
English
Score reporting
and test design data
The Brigance Screens were re-standardized and validated in 2005 with 1366 students from across the country. Normative tables are provided to convert raw scores into age-equivalent scores. Reliability and validity procedures and data are provided in the Technical Manual.
Notes This assessment is described as a criterion-referenced assessment, but normative data is provided which allows the teacher to compare a student's score against typical students at different ages.

Note: This screen manual is no longer available. Data sheets for this screen are still available. A new version "2010 K & 1 Screen" available from Curriculum Associates at: http://www.curriculumassociates.com/products/detail.asp?title=BrigEC-Screens
 


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Criterion Test of Basic Skills (CTOBS-2)

Author: James Evans, Kerth Lundell, William Brown, 2nd Edition
Date Published: 2002


To Purchase this assessment, you must contact the publisher.
Academic Therapy Publications
http://www.academictherapy.com

(800) 422-7249  

Cost $115 (Test kit of 25 for reading and arithmetic)
Time to administer 15 - 20 minutes
Administration Individual
Grades 1, 2, 3, and higher
Cognitive elements
supported
Decoding
Cipher Knowledge
Letter Knowledge
Phonological Awareness
Subtests and
skills assessed
Letter Recognition — Student must identify individual letters of the alphabet by name.

Letter Sounds — Student must match letters with appropriate sounds (phonemes).

Blending — Student must correctly identify words that are segmented.

Sequencing — Student must arrange pictures to reflect a proper story sequence.

Decoding — Student must identify proper pronunciation of common spelling patterns, multi-syllable words, and common sight words.
Language(s) tool can
be administered in
English
Score reporting
and test design data
This is a criterion referenced assessment. No normative data is provided. Recommended to be used as a pre and post test - test results are intended to be used to show individual growth.
Notes Results are tabulated into 3 Levels: Mastery Level (90-100%) Instructional Level (50-89%) and Frustration Level (0-49%). The CTOBS-2 also contains a basic math subtest.
 


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Decoding Skills Test

Author: Ellis Richardson and Barbara DiBenedetto
Date Published: 1985


To Purchase this assessment, you must contact the publisher.
ProEd Publishing Co.
12031 Wilshire Boulevard
Los Angeles, CA 90025-1251
http://www.proedinc.com

800-897-7633  

Cost $156.00 for classroom kit
Time to administer 15 to 30 minutes
Administration Individual
Grades 1, 2, 3, and higher
Cognitive elements
supported
Decoding
Cipher Knowledge
Subtests and
skills assessed
Basal vocabulary — Student must correctly identify regular and irregular words from graded lists

Phonic patterns — Student must correctly identify both real and nonsense words — all real words are regular, decodable words.

Contextual decoding — Student must read short passages of text while teacher assesses comprehension, reading rate, and reading accuracy.

Language(s) tool can
be administered in
English
Score reporting
and test design data
This is a criterion referenced test; no normative data is presented. Scores are reported as raw scores and reading achievement level scores. Reliability for this assessment was determined using a sample of more than 1,200 students across Atlanta, Georgia, along with 238 children in New York City in 1978. Internal reliability measures were found to be in the .90 range, and test-retest reliability scores were in the .90 range
Notes This test can be used as a screening device, but the publishers state that it is especially useful with students who have already demonstrated reading difficulties.
 


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Developmental Reading Assessment, K-3 - 2nd Edition (DRA-2, K-3)

Author: Joetta M. Beaver
Date Published: 2006


To Purchase this assessment, you must contact the publisher.
Celebration Press -- Pearson Learning Group
http://www.pearsonlearning.com

1-800-321-3106  

Cost $310.95 for classroom kit
Time to administer Varies depending on level and passages read
Administration Individual
Grades K, 1, 2, 3
Cognitive elements
supported
Reading Comprehension
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
Subtests and
skills assessed
Phonological Awareness — Through a variety of tasks, students must demonstrate awareness of rhyme, alliteration, and phoneme awareness.

Metalanguage — Students must demonstrate knowledge of the words used to talk about print language.

Letter/High-Frequency Words — Students must identify upper- and lower-case letters as well as graded lists of high-frequency "sight" words.

Phonics — Through a variety of tasks, students must correctly spell words, correctly identify words, and identify words that share certain characteristics with target words.

Structural Analysis and Syllabication — students must segment words into syllables, and must analyze word parts (prefix, suffix, etc.) to determine the meaning of a word.

Oral Reading Accuracy — As the student reads each passage of text aloud, the teacher makes notes of oral reading "miscues," categorizing each type of oral reading error.

Oral Reading Fluency — As the student reads each passage aloud, the teacher makes notes of oral reading rate and oral reading expression.

Oral Reading Comprehension — The teacher asks questions of the student and evaluates the quality of the student's response using a rubric. Questions reflect different types of comprehension skills (literal, interpretation, reflection, prediction, summarization, etc.)
Language(s) tool can
be administered in
English and Spanish
Score reporting
and test design data
This is a criterion-referenced assessment; no normative data is provided. Student scores are translated into reading level, and described in terms of Intervention, Instructional, Independent, and Advanced. Publishers report that research is being conducted to establish percentiles and stanines.
Notes A Spanish version of the DRA-2 is also available — the Evaluacion del Desarrollo de la Lectura (EDL). Also available for grades 4-8. Training DVDs are provided to help teachers learn how to administer the DRA-2. The Word Analysis tasks are intended to be given to students in kindergarten and beginning 1st grade, and to students who do not perform well on the passage reading tasks in grades 1-3. A Teacher Observation Guide is provided with this assessment to help teachers gather and organize information about student literacy behaviors. The publishers also provide an on-line data management system for the DRA-2. Instruction suggestions are provided to help teachers translate assessment data into instruction focused on student learning needs.
 


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Diagnostic Assessments of Reading — 2nd Edition

Author: Florence Roswell, Jeanne Chall, Mary E. Curtis, and Gail Kearns
Date Published: 2005


To Purchase this assessment, you must contact the publisher.
Riverside Publishing Company (division of Houghton Mifflin)
425 Spring Lake Dr.
Itasca, IL 60143
http://www.riversidepublishing.com

(800) 323-9540  

Cost $247.00 (manual, student book and 2 packages of 15 of the response record)
Time to administer 20 to 30 minutes (no time constraint is prescribed)
Administration Individual
Grades K, 1, 2, 3, and higher
Cognitive elements
supported
Reading Comprehension
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Concepts About Print
Semantics (Vocabulary and Morphology)
Phonological Awareness
Subtests and
skills assessed
Print Awareness — Student must demonstrate understanding of basic concepts about print (e.g. distinguishes letters from words).

Rhyming — Student determines whether or not a pair of given words rhyme.

Segmenting Words — Student must tap once for each syllable in a word.

Identifying Initial Consonant Sounds — Student must repeat the first phoneme (sound) in a word.

Identifying Final Consonant Sounds — Student must repeat the last phoneme (sound) in a word.

Auditory Blending — Teacher reads words aloud with a clear pause between each phoneme, and the student must correctly identify the word.

Naming Capital Letters — Student must correctly identify capital letters.

Naming Lowercase Letters — Student must correctly identify lowercase letters.

Matching Letters — Student must determine whether two letters are identical or different.

Matching Words — Student must determine whether two words are identical or different.

Writing Words — Student must correctly write simple, 3-letter (CVC) words from dictation.

Word Recognition — The student must correctly identify regular and irregular words from increasingly difficult lists of words.

Consonant Sounds — Student must correctly identify the sounds (phonemes) that correspond to different letters (consonants).

Consonant Blends — Student must correctly identify the sounds (phonemes) that correspond to different consonant clusters (consonant blends).

Short Vowel Sounds — Student must correctly identify a variety of different words that all contain the same short vowel sound.

Rule of Silent E — Student must correctly read pairs of words that differ only in that one has a silent-e ending (e.g. HAT - HATE).

Vowel Digraphs — Student must correctly identify words that contain a vowel digraph (e.g. MAY).

Dipthongs — Student must correctly identify words that contain a dipthong (e.g. JOY).

Vowels with R — Students must correctly identify words that contain R-controlled vowels.

Two-Syllable Words — Students must correctly identify two-syllable words.

Polysyllabic Words — Student must correctly identify polysyllabic words.

Oral Reading — Student must read graded passages of text aloud with accuracy. (Optional: fluency can be assessed by recording the time it takes students to read each passage.)

Silent Reading Comprehension — Student must read graded passages of text silently, and then must describe what the passage is about (Levels 1 -2) or answer explicit reading comprehension questions (Levels 3 and above).

Spelling — Words of increasing difficulty are read aloud to the student, and the student must write the words with correct spelling.

Word Meaning — Words from graded word lists are presented orally, and the student must provide an appropriate definition for each word.

Language(s) tool can
be administered in
English
Score reporting
and test design data
For each of the subtests above, a criterion for acceptable performance is provided. For sections of the test, raw scores can be converted to national percentile ranks following tables provided in the Technical Manual. This assessment was standardized nationally on 1,664 students in 1989, and validity measures were determined using the Gates-MacGinitie Reading Tests (GMRT) in 1990-1991. Reliability and validity measures for this assessment are within expected ranges — complete data is provided in the Technical Manual.
Notes This assessment has a complementary reading program — the assessment and instructional program combined is called the Diagnostic Assessment of Reading with Trial Teaching Strategies (DAR-TTS), so learning needs that are revealed by the DAR can be addressed by the appropriate portion of the TTS.
 


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Dominie Reading and Writing Assessment Portfolio (Revised)

Author: Diane DeFord
Date Published: 2004


To Purchase this assessment, you must contact the publisher.
Dominie Press -- Pearson Learning Group
http://www.pearsonlearning.com

800-321-3106  

Cost $242.95 for Grades K-3 and $172.50 for Grades 4-8
Time to administer Varies depending on grade and subtests given
Administration Individual or Small Groups
Grades K, 1, 2, 3, and higher
Cognitive elements
supported
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Concepts About Print
Subtests and
skills assessed
Show Me the Book — Student must write his or her own name, and then must demonstrate knowledge of print conventions (e.g. point to a letter, point to a word, etc.). A rubric is provided for scoring the name writing. (Level K)

Oral Reading and Comprehension — Student must read accurately and fluently from passages of text. Guides are provided for observing and assessing the oral reading behavior of a student. (Level K, 1, 2, 3)

Phonemic Awareness — For half of the items, students must push up a coin with each sound (phoneme) they hear in a nonsense word (Elkonin Box Task). For the rest of the items, students must determine what word remains when a phoneme is deleted (e.g. delete /p/ from PART). (Level K, 1)

Inventory of Onsets and Rimes — Student must identify the appropriate phoneme that corresponds to each letter or letter cluster. (Level 1, 2, 3)

Reading Words from Lists — Student must correctly identify high-frequency words from graded lists. (Level K, 1, 2, 3)

Letter Knowledge — Student must correctly identify lower-case and upper-case letters. (Level K, 1)

Core Writing Words — Student must write all the words he or she can in 10 minutes. (Level K, 1)

Sentence Writing and Spelling — Students must write words and sentences from dictation, and must also produce appropriate sentences without dictation. (Level K, 1, 2, 3)
Language(s) tool can
be administered in
English
Score reporting
and test design data
Some subtests can be examined in relation to normative data. For those subtests, raw scores can be converted into stanines. For other subtests, criterion scores are provided.
Notes There are multiple versions of many subtests to allow for repeated assessment (Form A and B). Some of the reading passages are intended for informal follow-up and monitoring. A flow-chart of benchmark assessment and monitoring is provided. This assessment is also available for grades 4-8.
 


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Dynamic Indicators of Basic Early Literacy Skills — 6th Edition (DIBELS-6)

Author: University of Oregon
Date Published: 2005


To Purchase this assessment, you must contact the publisher.
University of Oregon
http://dibels.uoregon.edu/

 

Cost Free download
Time to administer Approximately 10 minutes
Administration Individual
Grades Pre-K, K, 1, 2, 3
Cognitive elements
supported
Reading Comprehension
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Phonological Awareness
Subtests and
skills assessed
ISF: Initial Sounds Fluency — The student must select a picture of an object whose name begins with a given phoneme. The teacher monitors both fluency and accuracy. (PreK and K)

LNF: Letter Naming Fluency — The student must identify as many upper-case and lower-case letters as possible within one minute. (K and 1)

PSF: Phoneme Segmentation Fluency — The teacher says a word aloud, and the student must quickly repeat that word, inserting a clear pause between each phoneme. The student must do this for as many words as possible within one minute. (K and 1)

NWF: Nonsense Word Fluency — The student must correctly pronounce as many nonsense words as possible in one minute. (K and 1)

ORF: DIBELS Oral Reading Fluency — The student must read aloud as much of a passage of text as possible in one minute. After reading aloud, the student must also describe or retell the content of the passage of text. (1, 2, 3)

WUF: Word Use Fluency — The student is given a word to use in a sentence or to define, and the teacher monitors both the accuracy of the use or definition as well as the number of words the student uses in his or her response. (K, 1, 2, 3)

Language(s) tool can
be administered in
English
Score reporting
and test design data
This is a criterion-referenced assessment — there does not appear to be any current normative data available (see notes). The reliability of each subtest has been assessed, and results were well within expected ranges for students at this age. Other reputable published assessments (such as Woodcock-Johnson) were used to assess the validity of each subtest. Reliability and validity information is available on the publisher's website and in downloadable technical reports.
Notes Oral reading fluency passages are also available for grades 4, 5, and 6. There are a collection of technical reports available from the DIBELS website, and some of these reports provide information about converting DIBELS raw scores into percentile scores. However, it is unclear if these reports are referring to the most recent version of the DIBELS. There are many alternate forms of each of the subtests to allow for valid and objective progress monitoring. The DIBELS assessment is free, but for a fee, there are services from the publisher for organizing and interpreting DIBELS data.
 


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Early Reading Diagnostic Assessment - 2nd Edition (ERDA-2)

Author: The Psychological Corporation
Date Published: 2009


To Purchase this assessment, you must contact the publisher.
The Psychological Corporation - A Harcourt Assessment Co.
http://PsychCorp.com

800-211-8378  

Cost $318.00 for manuals and 25 record forms, etc per grade level
Time to administer 60 to 110 minutes if all subtest are administered
Administration Individual
Grades K, 1, 2, 3
Cognitive elements
supported
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Letter Knowledge
Concepts About Print
Semantics (Vocabulary and Morphology)
Phonological Awareness
Subtests and
skills assessed
Letter Recognition (Grades K, 1) — Student must identify letters of the alphabet by name.

Concepts of Print (Grades K, 1) — Student is given a sample of text, and the teacher fills out a checklist based on the students behavior.

Story Retell / Listening Comprehension (Grades K, 1, 2, 3) — A story is read aloud to the student, and the student must answer comprehension questions about the story. Rubrics are provided for evaluating the quality of the student's response to each question.

Rhyming (Grade K) — For some items, the student must decide if two words rhyme. For the rest of the items, the student must generate rhymes for words.

Phonemes (Grades K, 1, 2) — For some items, the student must determine which phoneme has been omitted from a word. For the rest of the items, the student must identify the sounds (phonemes) that correspond to the remaining letters.

Syllables (Grade K) — The student must omit a syllable from a word.

Receptive Vocabulary (Grades K, 1, 2, 3) — Student must select a picture that best corresponds to a given word.

Expressive Vocabulary (Grades K, 1, 2, 3) — Student must generate a word that best describes a picture or a verbal cue.

Word Reading (Grades 1, 2, 3) — Student must correctly identify words in a sight-word list.

Pseudoword Decoding (Grades 1, 2) — Student must correctly identify nonsense words from a list.

Rimes (Grades 1, 2, 3) — Student must pronounce monosyllabic or polysyllabic words omitting specified rimes (e.g. "tent" without the "ent" or "football" without the "oot").

Syllables (Grades 1, 2) — Student must pronounce polysyllabic words omitting specified syllables.

Reading Comprehension (Grades 1, 2, 3) — For some items (and depending on grade level), students must correctly read isolated words and sentences aloud. For other items, students must read passages of text aloud, and then answer open-response comprehension questions.

Passage Fluency (Grades 1, 2, 3) — Students must read passages of text aloud while the teacher monitors oral reading rate and accuracy.

RAN Letters (Grades 2, 3) — Student must quickly identify letters and letter combinations.

RAN Words (Grades 2, 3) — Student must quickly identify words in isolation.

RAN Digits (Grades 2, 3) — Students must quickly identify numbers.

RAN Words and Digits (Grades 2, 3) — Student must quickly identify numbers and words mixed together.

Word Opposites (Grade 2) — Student vocabulary knowledge is demonstrated through matching antonyms.

Word Synonyms (Grades 2, 3) — Student vocabulary knowledge is demonstrated through matching synonyms.

Word Definitions (Grades 2, 3) — Student must demonstrate knowledge of word meanings by generating definitions, synonyms, or other appropriate responses. Rubrics are provided to aid in evaluating student responses.

Multiple Meanings (Grade 3) — Student must provide at least two independent meanings for each word given.
Language(s) tool can
be administered in
English
Score reporting
and test design data
Raw scores can be converted to percentile ranges. Scores are also represented categorically, describing student performance in terms of "emerging" "basic" or "proficient." Reliability measures are provided in the technical manual, and are within expected ranges for students this age. Validity was assessed using intercorrelations of the subtests. The ERDA-2 was also validated using a sample of learning disabled children and matched controls.
Notes Most of these subtests have been adapted from other norm-referenced assessments (such as the WIAT and the TOWK). Some subtests are optional depending on teacher choice and student performance on other subtests. A flowchart is provided at each grade level — if students do poorly on certain subtests, this assessment recommends other subtests that can be administered to examine the students' difficulties in more detail.
 


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Ekwall / Shanker Reading Inventory — 5th Edition (ESRI-5)

Author: James Shanker and Eldon Ekwall
Date Published: 2009


To Purchase this assessment, you must contact the publisher.
Pearson -- Allyn and Bacon
160 Gould st.
Needham Heights, MA 0219
http://www.amazon.com/gp/product/0205388531/ref=as_li_tf_tl? ie=UTF8&camp=1789&creative=9325&creativeASIN=0205388531&linkCode=as2&tag=s06c34-20

617-848-6000  

Cost $62.99
Time to administer Varies (20 - 30 minutes or more depending on assessment given)
Administration Individual
Grades 1, 2, 3, and higher
Cognitive elements
supported
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Concepts About Print
Phonological Awareness
Subtests and
skills assessed
San Diego Quick Assessment or Graded Word List — Student must correctly identify words from a graded word list.

Oral and silent reading — There are 4 passages at each level, Preprimer to Grade 9. Students must read aloud one passage, and read silently a second passage. The third and fourth passages are for re-testing at a later date. Oral reading accuracy, oral reading comprehension, and silent reading comprehension are monitored.

Listening comprehension — Teacher reads aloud passages of text at different levels of difficulty, and monitors comprehension with explicit comprehension questions.

Phonemic Awareness — Student must produce and recognize rhyming words, identify initial sounds (phonemes), identify segmented words (blending), and segment words (inserting a clear pause between each phoneme).

Concepts About Print — Student must demonstrate basic understanding of concepts about print mechanics (e.g. point to a word, point to a sentence, etc.)

Letter Knowledge — Student must find the letters on the page that the teacher dictates, and must also point to and identify each letter independently.

Sight Vocabulary — Student must correctly identify common words and phrases.

Phonics — Through a variety of tasks, students must demonstrate knowledge of applied phonics (reading a passage of text aloud), and letter-phoneme relationships (pointing to letters that correspond to certain phonemes).

Structural Analysis — Through a variety of tasks, students must demonstrate knowledge of word parts, inflectional endings, prefixes, suffixes, compound words, and syllabication.

Knowledge of Contractions — Student reads 48 common contractions and then identifies the words that the contraction stands for.

El Paso Phonics Survey — Student pronounces a letter, a rime, and then contracts the letter with the rime (e.g. P AM PAM).

Quick Word List Survey — Student must demonstrate sophisticated word-attack skills by pronouncing multi-syllabic, challenging nonsense words.
Language(s) tool can
be administered in
English
Notes

This is a reading assessment inventory — it is a collection of informal tests that assess a wide range of students' reading abilities. Depending on which tests are administered, these tests can be used as a quick screening device, for placement of students in groups or classes, for a brief assessment, or for a comprehensive individual diagnosis. Included as one of the assessments is a reading interest survey which measures motivation to read.

 


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Gates-MacGinitie Reading Tests, 4th Edition (GMRT-4)

Author: Walter H. MacGinitie, Ruth k. MacGinitie, Katherine Maria, & Lois G. Dreyer
Date Published: 2002


To Purchase this assessment, you must contact the publisher.
Riverside Publishing Company (division of Houghton Mifflin)
http://www.riverpub.com

(800) 323-9540  

Cost PR ($146 for package of 25) and BR-AR ($122.83 for package of 25)
Time to administer PR and BR (75-100 min); Level 1 and 2 (75 min); Other levels (55 minutes)
Administration Individual or Group
Grades Pre-K, K, 1, 2, 3, and higher
Cognitive elements
supported
Reading Comprehension
Language Comprehension
Cipher Knowledge
Letter Knowledge
Concepts About Print
Phonological Awareness
Subtests and
skills assessed
Literacy Concepts — Student must demonstrate knowledge of print mechanics (e.g. identify a word, identify a letter, text runs left-to-right and top-to-bottom, etc.)

Oral Language Concepts — Students must demonstrate skills in a variety of tasks including phoneme sequencing, phoneme matching, phoneme segmentation, and word length.

Letters and Letter-Sound Correspondences — Student must demonstrate knowledge of letters and must match letters with appropriate sounds (phonemes). In higher-levels, students must demonstrate knowledge of initial consonants and consonant clusters, final consonants and consonant clusters, and vowels.

Listening (Story) Comprehension — Students must listen to a passage of text read aloud, and must answer comprehension questions about the passage.

Basic Story Words — Student must demonstrate understanding of text-related vocabulary.

Word Decoding — Student must accurately identify isolated words in grade word lists.

Comprehension — Student must read a passage of text and correctly answer relevant comprehension questions.

Word Knowledge — Student must select an appropriate word based on given cues.
Language(s) tool can
be administered in
English
Score reporting
and test design data
Raw scores can be converted into national stanines, normal curve equivalents (NCEs), national percentile ranks, grade equivalents, and extended scale scores. About 65,000 students from all part of the country from both public and private schools were tested in teh fall of 1998 and spring of 1999 for the Fourth Edition. Additional score interpretation is available from the Riverside Scoring Service.
Notes Level PR is appropriate for preschool aged children (for students who are about to be taught how to read), Level BR is appropriate for kindergarten students and beginning of Grade 1(designed to provide a benchmark measure at the beginning of Grade 1), and the Levels correspond to grade levels (level 1 to 1st grade and so on). Machine scorable booklets are available from the publisher for a fee.
 


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Group Reading Assessment and Diagnostic Evaluation (GRADE)

Author: Kathleen T. Williams
Date Published: 2001


To Purchase this assessment, you must contact the publisher.
Pearson
1330 Avenue of the Americas, 17th Floor, NY, NY 10019
http://www.pearsonschool.com

1-800-321-3106  

Cost $230.50 set for levels P and K; $220.50 set for levels 1,2,3; $323.50 set for levels 4,5,6, M, H, A.
Time to administer 45 minutes to 2 hours (depending on level)
Administration Individual or Group
Grades Pre-K, K, 1, 2, 3, and higher
Cognitive elements
supported
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Letter Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
Subtests and
skills assessed
Listening Comprehension — Student listens to a sentence read orally by the teacher, and decides which picture best matches that sentence. Different items focus on comprehension of vocabulary, grammar, idiom, inference, and non-literal expressions. (Level P, K, 1)

Picture Matching — Student must determine which two figures are identical. (Level P)

Picture Differences — Student must determine which picture is different from the other three. (Level P)

Verbal Concepts — Student must select the picture that best matches a verbal description. (Level P)

Picture Categories — Student must select the picture of an object which object does not belong in the same semantic category as other objects in the set. (Level P)

Sound Matching — Student must match two words based on beginning or ending sound (phoneme). Pictures are used as cues to help the student remember the comparison words. (Level P, K)

Rhyming — Student must determine whether two words rhyme or not. (Level P, K)

Print Awareness — Student must demonstrate knowledge of print conventions by identifying various elements of print such as capital letter, word, or sentence. (Level K)

Letter Recognition — Student must accurately identify upper-case and lower-case letters. (Level K)

Same and Different Words — For some items, the student must determine which of four alternatives is identical to a target word. For the other items, the student must determine which word is different from the target word. (Level K)

Phoneme-Grapheme Correspondence — Student must identify the letter that given words begin or end with.

Word Reading — Student must match spoken words with written words. Both regular and irregular words are used in this task. (Level 1, 2)

Word Meaning/Vocabulary — Student must match written words with pictures. (Level 1, 2, 3)

Sentence Comprehension — Student reads a sentence with a word missing, and then must decide which word would best complete the sentence. Simple, compound, and complex sentences are used. (Level 1, 2, 3)

Passage Comprehension — Student reads a passage of text and responds to multiple-choice comprehension questions (both explicit and implicit). (Level 1, 2, 3)
Language(s) tool can
be administered in
English
Score reporting
and test design data
This is a norm-referenced assessment — raw scores from each of the subtests can be converted to stanines. Composite and total test raw scores can be converted to stanines, standard scores, percentiles, normal curve equivalencies, and grade equivalencies. Reliability coefficients for alternate form and test-retest were in the .90 range. Concurrent and predictive validity was assessed using a variety of other standardized reading assessments (e.g. TerraNova, Iowa Test of Basic Skills, California Achievement Test, etc.)
Notes Alternate forms of this assessment are provided for each level. The levels of this assessment are as follows: Level P for pre-kindergarten and kindergarten; Level K for kindergarten and first grade, Level 1 for kindergarten, first, and second grade; Levels 2-6 for upper elementary school; Level M for middle school grades 5 through 9; Level H for high school, and Level A for upper high school and post secondary students. Multiple scoring options are available from the publisher, as well as an on-line reporting and management system.
 


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Metropolitan Achievement Tests, Reading Diagnostic Tests - 8th Edition (MAT-8)

Author: The Psychological Corporation
Date Published: 2002


To Purchase this assessment, you must contact the publisher.
The Psychological Corporation - A Harcourt Assessment Co.
555 Academic Court
San Antonio, TX 78204-2498
http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm? Pid=E164C&Mode=summary

800-211-8378  

Cost $57.25 for complete battery
Time to administer Approximately 2 hours for K, approximately 4 hours for 1 and 2
Administration Group
Grades K, 1, 2, 3, and higher
Cognitive elements
supported
Reading Comprehension
Language Comprehension
Cipher Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
Subtests and
skills assessed
At the pre-primer / primer level, there are 2 literacy-related subtests:

Sounds and Print — Questions in this subtest vary in focus; some questions ask students to identify rhyming words, others ask students to choose a picture of an object whose name begins with the same sound (phoneme) as a target word, others ask students to choose a printed word that begins with the same sound (phoneme) as a target word.

Language — Some questions in this subtest focus on basic vocabulary knowledge, others focus on knowledge about the world (e.g. something that flies and gathers twigs for its nest is a ... bird).

At the Primary / Elementary level, there are 5 multiple-choice, literacy-related subtests and one open-ended reading subtest:

Sounds and Print — Questions in this subtest vary in focus; for some questions the student must choose a printed word that contains the same beginning, middle, or ending sound (phoneme) as a target word. For other questions, students must match printed words with a picture.

Reading Vocabulary — Students must demonstrate knowledge of word meaning by choosing synonyms and antonyms of words.

Reading Comprehension — For some items, students must read simple sentences and select a picture that best corresponds with what they read. Other items involve reading a passage and answering comprehension questions.

Language — Students listen to a passage read aloud and answer questions about the passage. Some questions focus on vocabulary or concepts, others focus on syntax and proper grammar.

Spelling — Students identify which word out of a set is spelled correctly.

Reading (Open Ended) — Students must read and respond to short passages of text in an open-response format.
Language(s) tool can
be administered in
English
Score reporting
and test design data
Norms for Fall and Spring are provided. Raw scores can be converted into percentile ranks, stanines, grade equivalent scores, scaled scores, and normal curve equivalent (NCE) scores. Also content cluster performance indicators are available. This assessment was standardized and normed using a very large, nation-wide, representative sample of students. Test-retest and alternate form reliability coefficients were found to be in excess of 0.80 for all reading related subtests on the pre-primer to elementary level tests. Validity was determined using the MAT-7 and the OLSAT.
Notes This assessment battery also includes subtests in math, and the primary / elementary level versions contain subtests for science and social studies.
 


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Phonics-Based Reading Test (PRT)

Author: Rick Brownell
Date Published: 2002


To Purchase this assessment, you must contact the publisher.
Academic Therapy Publications
http://www.academictherapy.com/detailATP.tpl? action=search&eqskudatarq=8282-3

(800) 422-7249  

Cost $90 for test kit (manual, stimulus book, 25 student test booklets, in portfolio)
Time to administer 20-30 minutes (for administration and test results)
Administration Individual
Grades 1, 2, 3, and higher
Cognitive elements
supported
Decoding
Cipher Knowledge
Subtests and
skills assessed
Decoding — Student must correctly identify nonsense words.

Fluency — Student must correctly and quickly read aloud passages of text.

Comprehension — After reading passages, students must correctly answer explicit comprehension questions.
Language(s) tool can
be administered in
English
Score reporting
and test design data
Norm-Referenced test - Raw scores can be converted into standard scores, grade-equivalent scores, age-equivalent scores, and percentiles. Sample of 820 children ages 6-12. Correlated with other criterion tests (CAT-5, CTBS/Terra Nova, Gates, ITBS, SAT-9, WIAT).
Notes
 


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Phonological Awareness Literacy Screening - 1-3 (PALS-1-3)

Author: Marcia Invernizzi, Joanne Meier, and Connie Juel
Date Published: 2005


To Purchase this assessment, you must contact the publisher.
University of Virginia
http://pals.virginia.edu

1-888-UVA-PALS  

Cost $95.00 for materials to screen 25 students in fall and spring and an assessment training CD-ROM
Time to administer No time limits, but should be completed within a 2 week window
Administration Individual or Small Groups
Grades 1, 2, 3
Cognitive elements
supported
Reading Comprehension
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Subtests and
skills assessed
Spelling — Student must correctly write increasingly difficult words from dictation.

Letter-Sound Knowledge — Student must provide an appropriate sound (phoneme) that corresponds to each letter

Oral Reading — Student reads appropriate passages of text aloud while the teacher monitors oral reading accuracy and oral reading rate (fluency). Optional comprehension questions are provided for teachers who want to evaluate oral reading comprehension.

For students who have difficulty with the subtests above, more basic reading skills subtests are provided:

Lower-Case Alphabet Recognition — Student must correctly identify lower-case letters.

Letter-Sounds — Students must provide an appropriate sound (phoneme) for each letter or digraph presented.

Concept of Word — Students learn a rhyme by heart, then read the rhyme aloud with the teacher. The student points to words while reading and identifies words that the teacher points out.

Blending — Teacher reads words aloud with a clear pause between each phoneme, and the student must correctly identify the word.

Letter-Sounds in Context — Teacher says words aloud, and the student must provide the first letter or last letter or vowel of each word.
Language(s) tool can
be administered in
English
Score reporting
and test design data
This is a criterion-referenced assessment; no normative data is provided. This assessment is given to students across the state of Virginia every year, and because of this, item and subtest analyses can be conducted every year on many thousands of kindergarten students (over 500,000 students at the time of this writing). Reliability and validity measures have been regularly gathered since 1997, and are well within expected ranges. Predictive validity measures have been conducted using the Stanford-9 (required of students in Virginia) as well as subsequent measures gathered using the PALS 1-3.
Notes A CD-ROM with test-administration training is provided with this assessment.
 


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Phonological Awareness Literacy Screening - K (PALS-K)

Author: Marcia Invernizzi, Connie Juel, Joanne Meier, and Linda Swank
Date Published: 2005


To Purchase this assessment, you must contact the publisher.
University of Virginia
http://pals.virginia.edu

1-888-UVA-PALS  

Cost $75.00 for materials to screen 25 students in the fall and spring and a assessment CD-ROM
Time to administer No time limits, but should be completed within a 2 week window
Administration Individual or Small Groups
Grades K
Cognitive elements
supported
Decoding
Cipher Knowledge
Letter Knowledge
Concepts About Print
Phonological Awareness
Subtests and
skills assessed
Rhyming — Student must match pictures of objects based on whether they rhyme or not.

Beginning Sound Awareness — Student must match pictures based on their initial sound (phoneme).

Lower-Case Alphabet Recognition — Student must correctly identify lower-case letters.

Letter-Sound Knowledge — Student must provide an appropriate sound (phoneme) that corresponds to each letter

Spelling — Student must correctly write simple 3-letter (CVC) words from dictation.

Concept of Word — Students learn a rhyme by heart, then read the rhyme aloud with the teacher. The student points to words while reading and identifies words that the teacher points out.

Word Identification in Isolation — Student must correctly identify regular words from a grade-appropriate list.
Language(s) tool can
be administered in
English
Score reporting
and test design data
This is a criterion-referenced assessment; no normative data is provided. This assessment is given to students across the state of Virginia every year, and because of this, item and subtest analyses can be conducted every year on many thousands of kindergarten students (over 500,000 students at the time of this writing). Reliability and validity measures have been regularly gathered since 1997, and are well within expected ranges. Predictive validity measures have been conducted using the Stanford-9 (required of students in Virginia) as well as subsequent measures gathered using the PALS 1-3.
Notes A CD-ROM with test-administration training is provided with this assessment.
 


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Phonological Awareness Literacy Screening PreK (PALS-PreK)

Author: Marcia Invernizzi, Amie Sullivan, Joanne Meier, and Linda Swank
Date Published: 2004


To Purchase this assessment, you must contact the publisher.
University of Virginia
http://pals.virginia.edu

1-888-882-7257  

Cost $75.00 for materials to screen for 20 students twice
Time to administer 20-25 minutes
Administration Individual
Grades Pre-K
Cognitive elements
supported
Cipher Knowledge
Letter Knowledge
Concepts About Print
Phonological Awareness
Subtests and
skills assessed
Name Writing — Student must draw a picture of himself or herself, and label the picture with his or her name.

Upper-Case Alphabet Recognition — Student must correctly identify upper-case letters.

Lower-Case Alphabet Recognition — Student must correctly identify lower-case letters (only given if student knows 9 or more upper-case letters).

Letter Sounds — Student must provide an appropriate sound (phoneme) that corresponds to each letter (only given if student knows 9 or more upper-case letters).

Beginning Sound Awareness — Student must match pictures based on their initial sound (phoneme).

Print and Word Awareness — Student must demonstrate knowledge of a variety of print concepts.

Rhyme Awareness — Student must match pictures based on rhyme.

Nursery Rhyme Awareness — Teacher reads aloud common, familiar nursery rhymes, and student must provide the very last word in the rhyme when prompted.
Language(s) tool can
be administered in
English
Score reporting
and test design data
Items and testing procedures for each subtest were normed and validated in over 14 schools across Virginia between 2000 and 2004. Test-retest and split-half reliability assessments were well within the expected range. Validity was assessed using a previous version of PALS-PreK, as well as the Test of Awareness of Language Segments, the Child Observation Record, and the Test of Early Reading Ability - 3rd Edition.
Notes This revised version of the PALS-PreK corrects ceiling effects that existed in earlier versions (i.e. some subtests were too easy for most students).
 


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Pre-Reading Inventory of Phonological Awareness (PIPA)

Author: Barbara Dodd, Sharon Crosbie, Beth McIntosh, Tania Teitzel, & Anne Ozanne
Date Published: 2000


To Purchase this assessment, you must contact the publisher.
The Psychological Corporation - A Harcourt Assessment Co.
http://PsychCorp.com

800-211-8378  

Cost $169.00 (Examiner's manual, Stimuli Book, and 25 Record Forms)
Time to administer 25-30 minutes
Administration
Grades Pre-K, K, 1
Cognitive elements
supported
Cipher Knowledge
Phonological Awareness
Subtests and
skills assessed
Rhyme Awareness — Student must identify non-rhyming word from a set of four words

Syllable Segmentation — Student must repeat words, inserting a clear pause between each syllable (words are 2-5 syllables).

Alliteration Awareness — Student must identify the word that does not begin with the same sound (phoneme) as other words in the same set.

Sound Isolation — Student must identify the first sound (phoneme) in a word.

Sound Segmentation — Student must repeat words, inserting a clear pause between each sound (phoneme).

Letter-Sound Knowledge — Student must identify the sound (phoneme) that corresponds to each letter.
Language(s) tool can
be administered in
English
Score reporting
and test design data
Raw scores can be converted into percentile ranges which can then be used to categorize the student's achievement at Emerging/Below Basic, Basic, or Proficient range of development. Norms were based on representative sample (450) of the U.S. population of children aged 4 -6 years old. Reliability for each subtest and age were in the .80 range. Validity was assessed using the kindergarten and first grade versions of the Early Reading Diagnostic Assessment, Second Edition.
Notes The PIPA is an adaptation of the United Kingdom edition of the Preschool and Primary Inventory of Phonological Awareness (PIPA).
 


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Process Assessment of the Learner (PAL) — Test Battery for Reading and Writing

Author: Virginia Wise Berninger
Date Published: 2001


To Purchase this assessment, you must contact the publisher.
The Psychological Corporation - A Harcourt Assessment Co.
http://PsychCorp.com

800-211-8378  

Cost $1329.45
Time to administer 45 to 60 minutes, but may vary depending on level and subtests given
Administration Individual
Grades K, 1, 2, 3, and higher
Cognitive elements
supported
Language Comprehension
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Phonological Awareness
Subtests and
skills assessed
Alphabet Writing — Student is instructed to write the alphabet quickly and accurately. There is a 5-minute time limit, and a scoring rubric is used to determine whether letters are written correctly.

Receptive Coding — On some items, student compares two words to determine if they are identical. On other items, student determines whether a letter is contained within a word.

Expressive Coding — Teacher pronounces nonsense words aloud, and the student must write them using appropriate spelling-sound conventions.

RAN-Letters — Student must quickly and accurately identify letters of the alphabet.

RAN-Words — Student must quickly and accurately identify common, high-frequency words.

RAN-Digits — Student must quickly and accurately identify numbers.

RAN-Words and Digits — Student must quickly and accurately identify common, high-frequency words and numbers.

Note-Taking Task A — Teacher reads a simulated lecture aloud to the student, and the student must capture both the main idea of the lecture and also supporting ideas.

Rhyming — Two rhyming words and one non-rhyming word are presented to the student, and the student must determine which word does not rhyme.

Syllables — Student must identify, isolate and delete syllables in words and nonsense-words (e.g. say "hotcake" without "cake").

Phonemes — Student must identify, isolate and delete phonemes in words and nonsense-words (e.g. say "pill" without "ill").

Rimes — Student must isolate and delete rimes from words and nonsense words (e.g. say "weather" without "eth").

Word Choice — Student must decide which spelling of a word (out of three choices) is correct.

Pseudoword Decoding — Student must correctly pronounce pseudowords.

Story Retell — Student must listen to a story, and retell the important details from the story. A few comprehension questions are also given to prompt the student. Responses are open-ended and a rubric is provided to guide scoring responses.

Finger Sense — Student must engage in a variety of tasks involving the fingers (e.g. touch finger and thumb, identify which finger is being touched by the teacher, identify the letter or number that the teacher "writes" on the finger with a wooden stylus).

Sentence Sense — Student must identify which of three similar sentences is correctly written.

Copying — Student must accurately and quickly copy sentences and paragraphs.

Note-Taking Task B — Similar to Note-Taking Task A (see above)
Language(s) tool can
be administered in
English
Score reporting
and test design data
Raw scores on each subtest can be converted to decile scores, so students in each grade can be compared against the performance of a national sample of students. The test was standardized using a representative nation-wide sample of students. The validity of the assessment was established through correlations with other existing assessments (e.g. WIAT-II and PPVT-III)
Notes Different subtests are appropriate for students at different grades, and not all subtests would be given to every student.
 


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Reading Analysis and Prescription System (RAPS)

Author: Educational Solutions - MindPlay
Date Published: 2005


To Purchase this assessment, you must contact the publisher.
Educational Solutions - MindPlay
http://www.mindplay.com/Products/RAPS/Educators/GeneralProductDescription/tabid/145/Default.aspx

(520) 888-1800  

Cost contact company
Time to administer Varies depending on student and level
Administration Individual (on computer)
Grades K, 1, 2, 3, and higher
Cognitive elements
supported
Cipher Knowledge
Subtests and
skills assessed
Isolated Sounds — Students hear a voice (generated by the computer) producing isolated sounds. The student must identify what letter corresponds to the sound (phoneme). (Only in Level 1 - see notes).

Spelling — Students hear a voice (generated by the computer) saying real and nonsense words. The student must correctly spell the words dictated by the computer. The computer tracks and categorizes spelling errors, and organizes reports based on competence with different phonics rules (e.g. short vowels, long vowels and dipthongs, consonant digraphs, etc.).
Language(s) tool can
be administered in
English
Score reporting
and test design data
This is a criterion-referenced assessment; no normative data is provided.
Notes This is a computer-based assessment that allows students to be tested on-line. The computer can then generate reports for student, classroom, or school. The skills assessed are generally tested across different levels of difficulty ranging from Level 1 (single sounds or phonemes in isolation) to Level 5 (sounds within multi-syllabic words). A collection of practice exercises for each of the tested domains is provided with RAPS. Other software products are meant to use in conjunction with RAPS — My Reading Coach, and FLRT.
 


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Rigby Reads (Reading Evaluation and Diagnostic System)

Author: Rigby Publishing
Date Published: 2009


To Purchase this assessment, you must contact the publisher.
Harcourt -- Rigby Publishing
http://rigby.hmhco.com/en/readspilot.htm

800-531-5015  

Cost contact company
Time to administer Multiple sessions are encouraged for young children. Overall time varies depending on level and skills assessed
Administration Group
Grades K, 1, 2, 3, and higher
Cognitive elements
supported
Reading Comprehension
Cipher Knowledge
Letter Knowledge
Semantics (Vocabulary and Morphology)
Syntax
Phonological Awareness
Subtests and
skills assessed
Beginning Reader

Visual Discrimination — Student must match pairs of identical upper- and lower-case letters and letter clusters.

Auditory Discrimination — Student must select the picture of an object whose name begins with the same sound (phoneme) as a word spoken by the teacher (e.g. MILK and MAKE). This is a test of phonological awareness.

Letter Recognition — The teacher names a letter, and the student must find that letter in a set of letters.

Sounds-Letters: Consonants — Students must find a written word that begins with the same sound (phoneme) as a picture of on object. This is a test of phonological awareness.

Reading Comprehension: Words — Student must find the word that corresponds to a picture.

Grade 1

Visual Discrimination — Student must match pairs of identical upper- and lower-case letters, letter clusters, and words.

Auditory Discrimination — Student must select the picture of an object whose name begins with the same sound (phoneme) as a word spoken by the teacher (e.g. MILK and MAKE). This is a test of phonological awareness.

Letter Recognition — The teacher names a letter, and the student must find that letter in a set of letters.

Sounds-Letters: Consonants — Students must find a written word that begins with or ends with the same sound (phoneme) as a picture of on object.

Vocabulary in Context — Students read a sentence that is missing a word, and they must choose the best word to complete the sentence.

Reading Comprehension: Words — Student must find the word that corresponds to a picture.

Reading Comprehension: Sentences — Student must find the sentence that best describes a picture.

Reading Comprehension: Stories — Student must read a passage of text and answer explicit and implicit comprehension questions.

Grade 2

Auditory Discrimination — Student must select the picture of an object whose name begins with the same sound (phoneme) as a word spoken by the teacher (e.g. MILK and MAKE). This is a test of phonological awareness.

Visual Discrimination — Student must match pairs of identical upper- and lower-case letters, letter clusters, and words.

Letter Recognition — The teacher names a letter, and the student must find that letter in a set of letters.

Sounds-Letters: Consonants — Students must find a written word that begins with or ends with the same sound (phoneme) as a picture of on object.

Sounds-Letters: Vowels — Students must match two written words based on a common vowel sound.

Vocabulary in Context — Students read a sentence that is missing a word, and they must choose the best word to complete the sentence.

Word Part Clues — Students read a sentence that is missing a word, and they must choose the best word to complete the sentence. The choices provided to fill in the blank differ focus on minor grammatical changes (e.g. TEACHER, TEACHES, TEACHING, or TEACH), and thus, this is a test of syntax knowledge.

Reading Comprehension — Student must find the sentence that best describes a picture. Student must also read passages of text and answer comprehension questions.

Grade 3

Sounds-Letters: Consonants — Students must find a written word that begins with or ends with the same sound (phoneme) as a picture of on object.

Sounds-Letters: Vowels — Students must match two written words based on a common vowel sound.

Vocabulary in Context — Students read a sentence that is missing a word, and they must choose the best word to complete the sentence.

Word Part Clues — Students read a sentence that is missing a word, and they must choose the best word to complete the sentence. The choices provided to fill in the blank differ focus on minor grammatical changes (e.g. TEACHER, TEACHES, TEACHING, or TEACH), and thus, this is a test of syntax knowledge.

Reading Comprehension: Stories — Student must read a passage of text and answer explicit and implicit comprehension questions.
Language(s) tool can
be administered in
English
Score reporting
and test design data
This is a criterion referenced test; no normative data is presented.
Notes Assessments are divided into a "diagnostic test" and an "evaluation test" at each level (except for "beginning reader" which is only a diagnostic. Students who perform well below grade level on the "evaluation test" could be further assessed using the the "diagnostic test." Grading software is available from the publisher. The Rigby Reads assessments are available in grades K - 8. They are purchased in sets of either K-3 or 4-8. Assessments come in two comparable forms (Form A and Form B) so they can be used for pre-test - post-test.
 


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Stanford Achievement Test — 10th Edition (SAT-10)

Author: Harcourt Assessment, Inc
Date Published: 2004


To Purchase this assessment, you must contact the publisher.
Pearson Assessment
http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm? Pid=SAT10C

800-232-1223  

Cost $312.00 for complete battery of basic materials
Time to administer Varies depending on level and subtests given
Administration Group
Grades K, 1, 2, 3, and higher
Cognitive elements
supported
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Semantics (Vocabulary and Morphology)
Subtests and
skills assessed
Sounds and Letters — Students must demonstrate knowledge in a variety of early reading domains, including phonological awareness, orthographic awareness, and alphabetic principle. (SESAT 1 and 2 only)

Word Study Skills — Students must recognize structural elements of printed words and demonstrate knowledge of spelling-sound (phoneme) conventions. (Primary 1 through Intermediate 1)

Word Reading — Student must demonstrate word decoding skills through different tasks, such as matching printed words with spoken words and matching pictures with written words. (SESAT 1 and 2 and Primary 1 only)

Sentence Reading — Student must read and understand predictable sentences, simple sentences, pairs of related sentences, and the student must also demonstrate awareness of onset-rime. (SESAT 2 and Primary 1 only)

Reading Vocabulary — Students must demonstrate knowledge of vocabulary by identifying synonyms, identifying multiple meanings of words, and using context clues to determine the meaning of an unknown word. (Primary 2 through TASK 3)

Reading Comprehension — Students must read passages of text and either (depending upon level) match the text with pictures, complete sentences with missing words (Cloze task), or answer implicit and explicit comprehension questions. Beyond the Primary 2 Level, passages cover a variety of genres (literary, informational, and functional). (Primary 1 through TASK 3)

Language — Different forms of the Language subtest are available for testing word and sentence level skills such as capitalization and punctuation (Form A) or prewriting, composing and editing (Form D). (Primary 1 through TASK 3)

Spelling — Students must choose from among 3 choices the correctly spelled word. (Primary 1 through TASK 3)

Listening Vocabulary — The teacher reads each sentence aloud, and then students must determine the meaning of a vocabulary word used in that sentence. (SESAT 1 through Advanced 2)

Listening Comprehension — Students listen to passages read aloud by the teacher and then must read and answer inferential, explicit, and evaluative comprehension questions about the passage. Passages represent a variety of genres with greater emphasis placed on literary genres at the lower levels.
Language(s) tool can
be administered in
English
Score reporting
and test design data
This is a norm-referenced assessment. Raw scores can be converted into scaled scores, percentile rank scores, stanine scores, grade-equivalent scores, and normal curve equivalent scores. Reliability was assessed using internal-consistency measures, alternate-form measures, and with repeated-measurement. Validity was determined using other standardized assessments (SAT-9, Otis-Lennon, etc.). This assessment was standardized using a nation-wide representative sample of students in 2002.
Notes The first two levels of the SAT-10 (SESAT 1 and SESAT 2) have only one test form, but all other levels have two equivalent forms for valid pre- and post-testing. In addition to the Reading, Spelling, Language, and Listening subtest are described here, the SAT-10 contains other subtests for Mathematics, Science, Environment, and Social Science.
 


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STAR Early Literacy Computer-Adaptive Diagnostic Assessment

Author: Renaissance Learning
Date Published: 2005


To Purchase this assessment, you must contact the publisher.
Renaissance Learning, Inc
http://www.renlearn.com

(800) 656-6740  

Cost contact company
Time to administer Less than 10 minutes
Administration Individual
Grades Pre-K, K, 1, 2, 3
Cognitive elements
supported
Reading Comprehension
Decoding
Cipher Knowledge
Knowledge of Alphabetic Principle
Letter Knowledge
Concepts About Print
Background Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
Subtests and
skills assessed
General Readiness (GR) — Student must demonstrate understanding of written word length, position words, words vs. letters, basic numeracy, word matching, word boundaries, shapes and sequences.

Graphophonemic Knowledge (GK) — Student must demonstrate understanding of letter names and sounds, alphabetic letter sequence, and alphabetical order.

Phonemic Awareness (PA) — Student must demonstrate understanding of rhyming words, ability to blend word parts, and phonemes, sound discrimination, oral word length, and ability to identify missing sounds.

Phonics (PH) — Student must demonstrate understanding of long vowels, short vowels, beginning and ending consonants, consonant and vowel replacement, word families (onset and rime), consonant blends, clusters and digraphs.

Comprehension (CO) — Student must demonstrate ability to read and derive meaning from words, sentences, and paragraphs.

Structural Analysis (SA) — Student must demonstrate ability to find words within other words, build words and compound words.

Vocabulary (VO) — Student must demonstrate knowledge of high frequency words, synonyms, and antonyms.
Language(s) tool can
be administered in
English
Score reporting
and test design data
Raw scores are converted into scaled scores, domain and skill score, and a literacy classification.
Notes Self-administered by computer (even for children who are not yet readers) by means of digitized audio directions for the test itself and for every test item. The assessment is designed for repeated administration throughout the school year. All record-keeping and report preparation functions are completely automated. The assessment has attained recognition as a scientifically research-based progress monitoring instrument by the federally-funded National Center for Student Progress Monitoring (NCSPM).
 


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Teaching Beginning Readers: Linking Assessment and Instruction

Author: Jerry L. Johns, Susan Davis Lenski, Laurie Elish-Piper
Date Published: 2002


To Purchase this assessment, you must contact the publisher.
Kendall/Hunt Publishing Company
http://www.kendallhunt.com

800-247-3458  

Cost $75.22
Time to administer Varies depending on assessments given
Administration Individual
Grades K, 1, 2
Cognitive elements
supported
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Phonology
Phonological Awareness
Subtests and
skills assessed
Rhyme Detection — Pairs of words are read aloud to the student, and the student decides if the word pair rhyme.

Phoneme Segmentation — This is a test of phoneme awareness. Words are read aloud to the student, and the student must repeat the word inserting a pause between each phoneme.

Phoneme Deletion and Substitution — Words are read aloud to the student along with instruction about how to manipulate the phonemes in each word.

Auditory Discrimination — This is a test of phonology. Pairs of words are read aloud to the student, and with each pair, the student decides if the pair are identical or different.

Phonics — Words are read aloud to the student, and the student must decide which of 4 pictures represents an item whose name contains either the same first or last phoneme as the word read aloud.

Decoding — The student reads a list of proper names aloud while the teacher monitors accuracy.

Basic Sight Vocabulary — Common words are presented in a list, and the student must identify them correctly.

Caption Reading — Student reads captions under pictures aloud. Oral reading accuracy is assessed.

Passage Reading — Grade 1 and 2 passages are provided for the student to read aloud while the teacher monitors oral reading accuracy and fluency.

Writing — Instructions for a writing prompt are provided along with graded rubrics for evaluating student writing skills.
Language(s) tool can
be administered in
English
Score reporting
and test design data
This is a criterion-referenced assessment — no normative data is provided.
Notes This book provides a wealth of high-quality activities that teachers can use to improve early reading skills.
 


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Tejas Lee

Author: Texas Education Agency, The University of Texas System, & The University of Houston System
Date Published: 2010


To Purchase this assessment, you must contact the publisher.
Brookes Publishing Co.
http://www.brookespublishing.com

(800) 638-3775  

Cost $189.95 for Tejas LEE® El inventario de lectura en español de Tejas (Assessment Kit)
Time to administer Varies depending on level and subtests given.
Administration Individual
Grades K, 1, 2, 3
Cognitive elements
supported
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Letter Knowledge
Concepts About Print
Phonological Awareness
Subtests and
skills assessed
Conocimiento de la Letra Impresa — Student demonstrates knowledge of text mechanics (e.g. identify a letter, identify a word, point to beginning of text, etc.) (Grade K)

Identificación de las Letras — Student must correctly identify letters of the alphabet by name. (Grade K)

Conocimiento de los Sonidos — Student must demonstrate knowledge of letter-sound (phoneme) correspondence. (Grades K and 1)

Conocimiento Fonológica — Student must demonstrate awareness of speech sounds through a variety of tasks (syllable segmentation, phoneme identification, etc.) (Grades K and 1)

Reconocimiento de las Palabras — Student must correctly identify words in graded word lists. (Grade K)

Comprensión Auditiva — Teacher reads passages aloud to the student, and the student must demonstrate comprehension by answering comprehension questions about the text. (Grades K and 1)

Exactitud de Lectura — Student must accurately read aloud graded passages of text. (Grades 1, 2, and 3)

Proporción de la Fluidez de la Lectura — Student must read connected text accurately, quickly, and without hesitation. (Grades 1, 2, and 3)

Comprensión de la lectura — Student must independently read passages of text and correctly answer comprehension questions related to the text. (Grades 1, 2, and 3)

Dictado — Student must correctly write words from dictation. (Grades 2 and 3)

Accentuación y Diéresis — Student must demonstrate knowledge of proper Spanish writing through application of accents and dieresis. (Grade 3)

Fluidez en el Reconocimiento de las Palabras — Student must quickly and accurately identify words in graded word lists. (Grade 3)
Language(s) tool can
be administered in
Spanish
Notes

Tejas LEE® is a complete solution for assessing and improving the reading and comprehension skills of students who receive primary reading instruction in Spanish. The Tejas LEE® was specifically developed to address the skills and developmental of Spanish literacy and is not simply a Spanish version or a translation of the TPRI®. The Tejas LEE® assists educators in identifying student's strengths and problem areas early and providing them with effective, data-driven instruction. Teachers will get everything they need to diagnose, intervene, and monitor their students.

Results from the Tejas LEE should only be used to examine a student's performance in Spanish and to plan Spanish reading instruction. Reading First approved.

 


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Test of Word Reading Efficiency (TOWRE)

Author: Joseph Torgesen, Richard Wagner, 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 $193.00 for a classroom kit.
Time to administer 5 to 10 minutes
Administration Individual
Grades 1, 2, 3, and higher
Cognitive elements
supported
Decoding
Cipher Knowledge
Subtests and
skills assessed
Sight Word Efficiency — Student must quickly identify common words from leveled lists.

Phonemic Decoding Efficiency — The student must quickly identify nonsense words as quickly as possible. Items increase in difficulty.
Language(s) tool can
be administered in
English
Score reporting
and test design data
Raw scores can be converted into percentiles, standard scores, and age- and grade-equivalent scores. Normed on a representative nationwide sample of more than 1,500 students. Reliability coefficients were in the .85 to .90 range, and validity measures are available from the publisher.
Notes List reading fluency has been found to be highly correlated with passage-reading fluency.
 


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Wechsler Individual Achievement Test - Second Edition (WIAT-II)

Author: David Wechsler
Date Published: 2005


To Purchase this assessment, you must contact the publisher.
The Psychological Corporation - A Harcourt Assessment Co.
http://www.PsychCorp.com

(800)211-8378  

Cost $604.00 for complete kit
Time to administer PreK-K: 45 minutes; Grades 1-6: 90 minutes; Grades 7-16: 1.5 - 2 hours
Administration Individual
Grades Pre-K, K, 1, 2, 3, and higher
Cognitive elements
supported
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Subtests and
skills assessed
Word Reading — Tasks vary with grade level. Students must correctly identify letters of the alphabet, identify and generate rhyming words, identify the beginning and ending sounds (phonemes) of words, match phonemes with letters, and correctly identify words from a graded list.

Pseudoword Decoding — Students must correctly identify pseudowords in a list using reasonable conventions of English spelling-sound relationships.

Reading Comprehension — Students must match written words with pictures, read short sentences aloud correctly and answer explicit comprehension questions, and read longer passages and answer comprehension questions.

Spelling — Tasks vary with grade level. Students must correctly write dictated letters, letter blends, and words.

Written Expression — Tasks vary with grade level. Students must quickly and accurately write the alphabet and dictated words. They must also combine simple sentences and generate new, grammatically correct sentences, and write a short paragraph or essay.

Listening Comprehension — Students must choose a picture that best matches a word or a sentence, and they must generate a word that matches a picture and oral description.

Oral Expression — Students must demonstrate word fluency, repeat sentences verbatim, generate reasonable stories from pictures, and generate directions from verbal or visual cues.
Language(s) tool can
be administered in
English
Score reporting
and test design data
Raw scores can be converted to age-equivalent scores, grade-equivalent scores, percentile scores, stanines, and normal curve equivalency scores. This assessment was normed using a nation-wide representative sample of 5,586 individuals. The reliability of the assessment was determined through internal-consistency measures, test-retest measures, and interrater reliability measures. The validity of the assessment was determined using a variety of other published assessments (e.g. WIAT, DAS, PAL-RW, etc.)
Notes The WIAT-II also includes two math subtests — Numerical Operations and Math Reasoning.
 

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