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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 Phoneme Awareness. There are 22 tests that match your search. Results are sorted by name.

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You can also perform an new search of the assessment database to look for more specific information about reading tests, or you can view a summary chart comparing all assessments and their features.

The RAD Clipboard - for keeping track of reading assessment tools you're interested in. The Reading Assessment Clipboard:
If you would like to keep track of reading assessments that interest you, you can add them to your "Assessment Clipboard" for later viewing and printing. You even have the option to e-mail the details about the assessments to yourself or others.

  • To view the clipboard, click on the large clipboard image to the right.
  • To add an assessment to the clipboard, click on the tiny clipboard next to the assessment name as seen in the list of assessments below.


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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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Auditory Analysis Tests

Author: Jerome Rosner and Dorothea Simon
Date Published: 1971


To Purchase this assessment, you must contact the publisher.
Journal of Learning Disabilities (Vol. 4, No. 7. pp. 40-48)
http://ldx.sagepub.com/cgi/content/short/4/7/384? rss=1&ssource=mfc

 

Cost $15
Time to administer 10 - 15 minutes
Administration Individual
Grades 1, 2, 3, and higher
Cognitive elements
supported
Phoneme Awareness
Subtests and
skills assessed
Phonological awareness — The student must delete a sound from each word (see notes).
Language(s) tool can
be administered in
English
Score reporting
and test design data
This is a collection of criterion referenced tests; no normative data is presented. Reliability was assessed using 284 children (K - 6) in western Pennsylvania. Validity was assessed using the SAT.
Notes There are 40 items in this test — on each item, the experimenter says a word, the child repeats the word, and then the child says the word again, omitting a specified sound (a phoneme, phoneme cluster, or syllable). In all but three of the items, when the specified sound is omitted, the new word is still an English word. When a phoneme is omitted, that phoneme is always a consonant. This test has been endorsed by the Texas Education Agency.
 


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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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Basic Reading Inventory — 10th Edition

Author: Jerry L. Johns
Date Published: 2008


To Purchase this assessment, you must contact the publisher.
Kendall/Hunt Publishing Company
http://www.kendallhunt.com/index.cfm? TKN=135EEE82-19B9-B72C-DD08D7CA60996B5D&PID=219&PRD=24669

800-247-3458  

Cost $64.95 for book and CD-ROM (which includes reproducible record booklets)
Time to administer Varies depending upon subtests given
Administration Individual
Grades Pre-K, K, 1, 2, 3, and higher
Cognitive elements
supported
Decoding
Phoneme Awareness
Letter Knowledge
Concepts About Print
Phonology
Subtests and
skills assessed
This book contains a collection of early literacy assessments for young students as well as reading comprehension and competence assessments for older students.

Early literacy assessments:

Letter Knowledge — student identifies each of 26 upper-case and lower-case letters.

Writing — Student demonstrates knowledge of print concepts by writing letters, words, and sentences (not from dictation).

Literacy Knowledge — Student demonstrates knowledge of print concepts by answering questions about print (point to letter, tell purpose of punctuation, etc.)

Wordless Picture Reading — Student makes up a story based on pictures given in a sequence.

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

Auditory discrimination — A test of the student's phonology; pairs of identical or similar words are read aloud to the student, and the student determines if the word pairs are the same or different.

Phoneme Awareness (Spelling) — Not really a test of phoneme awareness (see notes). Words are read aloud to the student, and the student must spell the word.

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

Word Knowledge — Students identify each word in a list and are rated on their accuracy.

Passage Reading — at the pre-primer level, very short passages of text are read aloud while the teacher monitors reading accuracy.

Reading Inventory

Graded Word Lists — Modified Dolch lists designed to help teachers quickly estimate the reading level of students. The lists are meant to be followed by passages of connected text.

Oral Reading Accuracy — Student reads passages aloud; teachers record the different types of errors or "miscues" the student makes.

Oral Reading Fluency — a note is made that teachers can use the graded reading passages to assess oral reading fluency for rate and expression. Norms for reading rates are provided.

Oral Reading Comprehension — Passages are a mix of expository and narrative form. Explicit comprehension questions about details from the text are provided after each passage, but teachers are encouraged to supplement the questions with retelling and discussion.

Listening Comprehension — A note is made that passages can be used to determine a student's "listening comprehension level."
Language(s) tool can
be administered in
English
Score reporting
and test design data
This is a criterion-referenced collection of assessments. No normative or validation information is provided.
Notes This collection of assessments is primarily designed to help teachers identify each student's independent, instructional, and frustration reading levels. Guides are provided to help teachers determine each child's different reading levels. Some of the reading passages are equivalent in difficulty, so teachers can use this assessment as a pre- and post-test of reading competence. The Phoneme Awareness (Spelling) assessment is really a test of letter-sound knowledge — the Phoneme Segmentation test is actually a test of phoneme awareness.
 


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Comprehensive Test of Phonological Processing (CTOPP)

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


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

(800) 897-3202  

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


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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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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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Lindamood Auditory Conceptualization Test - 3rd Edition (LAC-3)

Author: Patricia C. Lindamood and Phyllis Lindamood
Date Published: 1979


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 $206.00 for complete kit
Time to administer 20 - 30 minutes
Administration Individual
Grades K, 1, 2, 3, and higher
Cognitive elements
supported
Phoneme Awareness
Phonological Awareness
Subtests and
skills assessed
Isolated Phoneme Patterns — A set of colored blocks is used in this task. The student is told that each colored block represents a speech sound (phoneme), and the student must represent speech sounds by moving the appropriate block forward. So, if the teachers says "Show me /f/ /a/," the student would push forward the blocks representing those phonemes.

Tracking Phonemes — Students use the blocks from the Isolated Phoneme Patterns task to construct and modify nonsense words. For example, the teacher might arrange the appropriate blocks and say, "If this says "sasp," move the blocks around to show me "slasp."

Counting Syllables — Colored felt pads are placed in front of the student, and the student is told that each pad represents a syllable. The student is told to point to a pad with each syllable in a nonsense word. So, for example, if the teacher says "bifter," the student should point to two different felt pads to indicate that there are two syllables in the nonsense word "bifter."

Tracking Syllables — This task is the same as the Tracking Phonemes task, except with syllables. Each colored felt pad is assigned a syllable, and the student must move and manipulate the pads to change one nonsense word into another nonsense word. So for example, the teacher may arrange the pads and say, "If this says "pretive," then show me "intive."

Tracking Syllables and Phonemes — This is a culmination of the other tasks. The student must appropriately arrange the phoneme blocks on top of the felt pads to represent changes in phonemes and syllables.
Language(s) tool can
be administered in
English and Spanish
Score reporting
and test design data
Raw scores can be converted into standard scores, percentile ranks, and age- or grade-equivalent scores. Reliability was demonstrated using both content and time sampling. Validity was assessed using existing assessments (CTOPP, DAB-3, and TOPAS)
Notes This test uses colored blocks to allow the student to visually present and manipulate representations of phonemes, and felt pads to manipulate the representations of syllables. All words in this assessment are nonsense words.
 


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Phonemic Awareness in Young Children: A Classroom Curriculum

Author: Marilyn Jager Adams, Barbara Foorman, Ingvar Lundberg and Terri Beeler
Date Published: 1998


To Purchase this assessment, you must contact the publisher.
Paul H. Brookes Publishing Co.
P.O. Box 10624
Baltimore, Maryland 21285-0624
http://www.pbrookes.com

(800) 638-3775  

Cost $29.95 for book of activities and reproducible assessments
Time to administer 30 minutes if all assessments are given
Administration Individual or Small Groups
Grades K, 1
Cognitive elements
supported
Phoneme Awareness
Phonological Awareness
Subtests and
skills assessed
Detecting rhymes a test of phonological awareness

Counting syllables a test of phonological awareness

Matching initial sounds — match two pictures that start with the same sound

Counting phonemes in single words — a test of phoneme awareness

Comparing word lengths — decide which word is longer — shorter word is always embedded in longer word (e.g. "cow" and "cowboy")

Representing phonemes with letters — provide a letter that could represent a spoken sound — a test of letter-sound knowledge
Language(s) tool can
be administered in
English
Notes This book is primarily devoted to helping teachers develop a phonemic awareness classroom curriculum. Activities that support phonemic awareness are described, and the book even provides a suggested schedule for when activities should be introduced. The last chapter of the book is devoted to assessing phonological awareness, and each subtest assesses a different aspect of phonological awareness.
 


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Phonemic-Awareness Skills Screening (PASS)

Author: Linda Crumrine and Helen Lonegan
Date Published: 2000


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 contact company
Time to administer Approximately 15 minutes
Administration Individual
Grades 1, 2
Cognitive elements
supported
Phoneme Awareness
Phonological Awareness
Subtests and
skills assessed
Rhyming — There are two parts to this subtest — recognizing and producing rhyme. In recognizing rhyme, the student identifies which two of three words rhyme. In producing rhyme, the student simply generates a word that rhymes with a specified word.

Sentence segmentation — After a sentence is read aloud, the student must indicate how many words are contained in the sentence.

Blending — Words are spoken aloud with pauses inserted between syllables, onset-rimes, or phonemes. The student must blend the word together.

Syllable segmentation — Multi-syllable words are spoken aloud for the student, and the student must indicate the number of syllables contained in the word by clapping.

Deletion — A word is spoken aloud to the student, and then the student must pronounce the word omitting a certain segment of the word. The segment to be omitted in each item is either a syllable, the initial phoneme or the final phoneme.

Phoneme isolation — There are three parts to this subtest — in each part, the student must identify a specified phoneme contained in a word. For the first part, the student must identify the initial phoneme; for the second part the student must identify the final phoneme, and for the third part, the student must identify the medial phoneme.

Phoneme segmentation — Words are spoken aloud to the student, and the student must repeat each word with a pause inserted between each phoneme.

Substitution — A word is spoken aloud for the student, and then the student is instructed to replace a specified phoneme with a new phoneme (e.g., replace the /k/ in KID with the phoneme /h/).
Language(s) tool can
be administered in
English
Score reporting
and test design data
This is a criterion referenced assessment in that a cutoff score is provided to indicate whether children in kindergarten and first grades are needing more support developing skills in each area. The cutoff scores were determined using a sample of 166 students.
Notes Guidelines and tips for instructional activities are provided for each of the areas assessed by the subtests to help teachers address instructional needs identified by each subtests within the assessment.
 


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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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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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Standardized Assessment of Phonological Awareness

Author: Jarrell C. Cassady, Lawrence L. Smith, Diane Bottomley, and Scott Popplewell
Date Published: 2006


To Purchase this assessment, you must contact the publisher.
Professor Garfield
http://www.garfieldu.org

 

Cost Free
Time to administer 15 to 20 Minutes
Administration Individual
Grades K and 1
Cognitive elements
supported
Phoneme Awareness
Phonological Awareness
Subtests and
skills assessed
Rhyme Recognition — Student must determine if two words rhyme with each other.

Rhyme Application — Student must generate a word that rhymes with a target word.

Oddity Tasks: Beginning Sounds — Student must identify which word in a set of spoken words does not begin with the same sound (phoneme) as the other words in the set.

Oddity Tasks: Ending Sounds — Student must identify which word in a set of spoken words does not end with the same sound (phoneme) as the other words in the set.

Oddity Tasks: Middle Sounds — Student must identify which word in a set of spoken words does not contain the same middle sound (phoneme) as the other words in the set.

Blending Body-Codas — Teacher reads words aloud with a clear pause inserted between the body and coda, and the student must correctly identify each word.

Blending Onset-Rimes — Teacher reads words aloud with a clear pause inserted between the onset and rime, and the student must correctly identify each word.

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

Segmenting Onset-Rimes — The student must say a word aloud with a clear pause inserted between the onset and the rime.

Segmenting Phonemes — The student must say a word aloud with a clear pause inserted between each phoneme in the word.

Phoneme Deletion — The student must repeat a word without saying a certain phoneme in the word (e.g. say "book" without the /b/).

Phoneme Substitution: Beginning Sounds — Student must replace the first phoneme in a word with a different phoneme (e.g. change the /m/ in "man" to a /p/).

Phoneme Substitution: Ending Sounds — Student must replace the last phoneme in a word with a different phoneme (e.g. change the /n/ in "man" to a /t/).

Phoneme Substitution: Middle Sounds — Student must replace the middle phoneme in a word with a different phoneme (e.g. change the /a/ in "man" to a /oo/).

Language(s) tool can
be administered in
English
Score reporting
and test design data
This is a criterion-referenced assessment. No normative data is available.
Notes At the time of this writing (March, 2006) this assessment is not yet available. However, the author states that this assessment will soon be available free of charge through a website called "Professor Garfield" (http://www.garfieldu.org).
 


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Stieglitz Informal Reading Inventory — 3rd Edition

Author: Ezra Stieglitz
Date Published: 2002


To Purchase this assessment, you must contact the publisher.
Pearson -- Allyn and Bacon
160 Gould st.
Needham Heights, MA 02194
http://www.ablongman.com

617-848-6000  

Cost 147.42
Time to administer varies (20 - 30 minutes or more depending on student)
Administration Individual
Grades 1, 2, 3, and higher
Cognitive elements
supported
Reading Comprehension
Language Comprehension
Decoding
Phoneme Awareness
Subtests and
skills assessed
Phonemic Awareness — Student must determine whether words rhyme, identify segmented words (spoken by the teacher with a clear pause between each phoneme), identify beginning, middle, and final speech sounds (phonemes), and segment spoken words (inserting a clear pause between each phoneme).

Word Identification in Context — The student reads a whole sentence, but the teacher only monitors the pronunciation of one target word in each sentence. The target words increase in difficulty (similar to a graded word list).

Word Identification in Isolation — Student must correctly identify words presented in graded lists (increasing in difficulty).

Oral Reading Accuracy — Student reads aloud from graded passages of text (increasing in difficulty) while teacher monitors reading accuracy. Passages are narrative and expository.

Reading (or Listening) Comprehension — After reading a passage of text, the student can (at the teacher's discretion) either describe the content of the passage (free recall), or answer 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. Raw scores are converted into an estimation of reading level scores. Alternate form reliability measures were found to be in the .80 range.
Notes There are two equivalent forms of each assessment (Form A and Form B) to allow for multiple assessment without test sensitization. In the specific analysis of comprehension errors, a distinction is drawn among three types of comprehension error — literal errors, interpretive errors, and creative errors. The authors of this assessment state that the graded reading passages and the comprehension questions can be used to assess listening comprehension.
 


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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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Test of Phonological Awareness Skills (TOPAS)

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


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

(800) 897-3202  

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

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

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

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


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Test of Phonological Skills in Spanish (TPAS)

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


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

(800) 897-3202  

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

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

Rhyming Words — Student must determine if two words rhyme.

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


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Texas Primary Reading Inventory

Author: Texas Education Agency, The University of Texas System, & The University of Houston System Date Published: 2010
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 the TPRIĀ® Benchmarking Kit (K-3) that includes the TPRIĀ® Teacher's Guide, Reading Comprehension Story Booklet, Task Cards, and Stopwatch
Time to administer Varies depending on level and subtests given.
Administration Individual or Group
Grades K, 1, 2, 3
Cognitive elements
supported
Reading Comprehension
Language Comprehension
Decoding
Phoneme Awareness
Concepts About Print
Phonological Awareness
Subtests and
skills assessed
Phonemic Awareness — Student must demonstrate awareness of phonemes through a variety of phonological and phoneme awareness tasks (segmentation, deletion, etc.). (Grades K and 1)

Word Reading — Student must correctly identify words in graded lists. (Grades 1, 2, and 3)

Book and Print Awareness — Student must demonstrate knowledge of the function of print and of the characteristics of books and other print materials. (Grade K)

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

Graphophonemic Knowledge — Student must identify letters by name and demonstrate knowledge of letter-sound (phoneme) correspondence (Grades K and 1), perform word building activities (Grade 1), and spelling activities (Grades 2 and 3).

Reading Accuracy — Student must accurately read aloud graded passages of text. (Grades 1, 2, and 3)

Reading Fluency — Student must read connected text accurately, quickly, and without hesitation. (Grades 1, 2, and 3)

Reading Comprehension — Student must independently read passages of text and correctly answer comprehension questions related to the text. (Grades 1, 2, and 3)
Language(s) tool can
be administered in
English
Score reporting
and test design data
This is a criterion-referenced assessment. No normative data is available. Reliability and validity data are available from the publisher.
Notes

TPRI® is a complete solution for assessing and improving the reading skills of K-3 students who receive primary reading instruction in English. Used in more than 75,000 classrooms across the country, TPRI® helps teachers identify students’ strengths and problem areas early and provide effective, data-informed instruction.

The TPRI® system guides teachers through every step of improving reading outcomes for all students: Screening, Diagnosis, Intervention, and Monitoring. Teachers start with a brief, reliable universal screener that identifies students at risk for reading difficulties. Once screening has identified children who may be at risk, teachers use the Inventory Section to conduct a more in-depth assessment of struggling students' skills in key areas. Teachers then target instruction to their students' needs with the Intervention Activities Guide. With the brief Progress Monitoring Assessments—one kit for emerging readers, one for beginning readers—teachers will monitor student progress in just a few minutes.

 


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Yopp-Singer Test of Phoneme Segmentation

Author: Hallie Yopp
Date Published: 1995


To Purchase this assessment, you must contact the publisher.
In the Journal 'Reading Teacher' (Vol. 49, No. 1. pp 20-29)

 

Cost Free
Time to administer 5 - 10 minutes
Administration individual
Grades Pre-K, K, and 1
Cognitive elements
supported
Phoneme Awareness
Subtests and
skills assessed
Phoneme awareness — The student must repeat individual words, inserting a clear pause between each phoneme in the word.
Language(s) tool can
be administered in
English
Score reporting
and test design data
Scores are given as percent correct — guidelines simply state that children with high scores should be considered to be phonemically aware, and children with low scores need phonemic awareness instruction. Reliability measures were found to be above .85; predictive validity was determined by assessing reading achievement of students in a longitudinal study (7 years) using the Comprehensive Test of Basic Skills as a measure of reading achievement.
Notes This is a quick, inexpensive test of phonemic segmentation ability. It is available for free download from http://www.balancedreading.com/assessment/freeassessments.html
 

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