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Reading Assessment Database: Search Results
You have just searched the Reading Assessment Database for Grades K-2 for published reading assessments.
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Boehm Test of Basic Concepts - 3rd Edition (Boehm-3)
Author: Ann E. Boehm
Date Published: 2000
| | Cost |
$157.00 (Test kit for 30 students) |
| Time to administer |
30 - 40 minutes |
| Administration |
Group |
| Grades |
K, 1, and 2 |
Cognitive elements
supported |
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed | Basic Concept Knowledge -- Student must demonstrate knowledge and familiarity with 50 concepts that are important to be successful in school, such as words used to describe qualities of people or objects, spatial relationships, time, and quantity. | Language(s) tool can
be administered in | English and Spanish | Score reporting
and test design data | Raw score can be converted into performance ranges, and a percentile scores. More than 18,000 students in the U.S. participated in the fall and spring standardization and the related reliability and validity studies for the English and Spanish versions. | | Notes | There are two parallel forms of Boehm-3: Form E and Form F. Each form addresses the same 50 concepts, in the same order, using different contexts. Students are tested in the Fall and Spring on the same concepts. By assessing basic concepts - the assessment can also assess a students vocabulary. | | |
Boehm Test of Basic Concepts - 3rd Edition - Preschool (Boehm-3)
Author: Ann E. Boehm
Date Published: 2001
| | Cost |
$179.00 (Examniner's manual, Stimulus Manual, 25 Record Forms) |
| Time to administer |
20-30 minutes |
| Administration |
Individual |
| Grades |
Pre-K and K |
Cognitive elements
supported |
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed | Concept Knowledge -- Assesses understanding of the basic relational concepts important for language and cognitive development needed to succeed in preschool. Basic relational concepts are words used to describe qualities of people or objects, spatial relationships, time, and quantity. | Language(s) tool can
be administered in | English and Spanish | Score reporting
and test design data | Raw score can be converted into performance ranges, and a percentile scores. More than 1,600 children in the U.S. participated in the standardization and the related reliability and validity studies for the English and Spanish versions. | | Notes | This test was introduced in 1986 as a downward extension of the Boehm Test of Basic Concepts. By assessing basic relational concepts - the assessment can also assess a students vocabulary. | | |
Bracken Basic Concept Scale - Third Edition: Receptive
Author: Bruce A. Bracken
Date Published: 1998
| | Cost |
$42 for a package of 15 Record Forms |
| Time to administer |
30 minutes |
| Administration |
Individual |
| Grades |
Pre-K,K,1,2 |
Cognitive elements
supported |
Letter Knowledge
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed | Colors -- Student must identify common colors by name.
Letters -- Students must identify upper-case and lower-case letters.
Numbers/Counting -- Student must identify single- and double-digit numerals, and must count objects.
Sizes -- Student must demonstrate knowledge of words used to depict size (e.g. TALL, WIDE, etc.)
Comparisons -- Student must match or differentiate objects based on a specific characteristic.
Shapes -- Student must identify basic shapes by name.
Direction / Position -- Students must demonstrate knowledge of words used to depict direction (e.g. UNDER, CENTER, LEFT)
Self / Social Awareness -- Students must demonstrate familiarity with social concepts as well as relationship terms (e.g. ANGRY, TIRED, FATHER, YOUNG).
Texture / Material -- Students must demonstrate knowledge of words used to depict texture or materials (e.g. SOLID, ROUGH, METAL, GLASS).
Quantity -- Students must demonstrate knowledge of words used to describe quantity (e.g. FULL, TRIPLE, A LOT).
Time / Sequence -- Students must demonstrate knowledge of concepts related to time or sequence (e.g. after, summer, first). | Language(s) tool can
be administered in | English and Spanish | Score reporting
and test design data | Raw scores can be converted to percentile rank scores and standard scores. Guides are provided to convert standard scores into criterion categories (e.g. "advanced" or "delayed"). Reliability measures were within expected ranges given the age of the students. Validity was assessed using other published assessments (e.g. WPPSI-R, DAS). The BBCS Spanish Edition was developed, normed, and validated independently. | | Notes | This assessment can be used with children as young as 2.6 years of age. | | |
Bracken School Readiness Assessment (BSRA)
Author: Bruce A. Bracken
Date Published: 2007
| | Cost |
$155 for Examiner's Manual, Stimulus Manual, 25 English Record Forms and a pad of 25 English Parent/Teacher Forms |
| Time to administer |
Varies depending on age of student |
| Administration |
Individual |
| Grades |
Pre-K,K,1,2 |
Cognitive elements
supported |
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed | Colors -- Student must identify common colors by name.
Letters -- Students must identify upper-case and lower-case letters.
Numbers/Counting -- Student must identify single- and double-digit numerals, and must count objects.
Sizes -- Student must demonstrate knowledge of words used to depict size (e.g. TALL, WIDE, etc.)
Comparisons -- Student must match or differentiate objects based on a specific characteristic.
Shapes -- Student must identify basic shapes by name. | Language(s) tool can
be administered in | English and Spanish | Score reporting
and test design data | Raw scores can be converted to percentile rank scores and standard scores. Guides are provided to convert standard scores into criterion categories (e.g. "advanced" or "delayed"). Reliability measures were within expected ranges given the age of the students. Validity was assessed using other published assessments (e.g. WPPSI-R, DAS). The BSRA Spanish Edition was developed, normed, and validated independently. | | Notes | This assessment can be used with children as young as 2.6 years of age. The Bracken School Readiness Assessment is comprised of the first 6 subtests from the revised Bracken Basic Concepts Scale (BBCS-R). | | |
Developmental Reading Assessment, K-3 - 2nd Edition (DRA-2, K-3)
Author: Joetta M. Beaver
Date Published: 2006
| | 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. | | |
Expressive One-Word Picture Vocabulary Test (EOWPVT)
Author: Rick Brownell
Date Published: 2001
| | Cost |
$155 for manual and test forms (25 count) |
| Time to administer |
20 minutes |
| Administration |
Individual |
| Grades |
Pre-K,K,1,2,3,and higher |
Cognitive elements
supported |
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed | Vocabulary -- Students must correctly identify or describe pictures of objects. | Language(s) tool can
be administered in | English and Spanish | Score reporting
and test design data | Norm-Referrenced Test - Raw scores can be converted into standard scores, age-equivalent scores, and percentiles. The Spanish-Bilingual version was normed on 1,050 bilingual individuals and testing was conducted at 150 sites in 50 cities in 17 states across the U.S. | | Notes | | | |
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. | | |
Receptive One-Word Picture Vocabulary Test (ROWPVT)
Author: Rick Brownell
Date Published: 2001
| | Cost |
$149.00 for complete kit (English and Spanish versions) |
| Time to administer |
15 - 20 minutes for administration and scoring |
| Administration |
Individual |
| Grades |
Pre-K,K,1,2,3,and higher |
Cognitive elements
supported |
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed | Vocabulary -- Students must choose a picture that best matches a target word given by the teacher. | Language(s) tool can
be administered in | English and Spanish | Score reporting
and test design data | Raw scores can be converted into standard scores, age-equivalent scores, and percentiles. English version -normed nationally with a representative sample of individuals residing in the US. Spanish version - national norms based on a sample of Spanish-bilingual individuals residing in the US. Both are co-normed with the Expressive One-Word Picture Vocabulary Test (EOWPVT). | | Notes | Administration of test done in student's dominant language. Test begins with easy items and progressively becomes more difficult. The Spanish version provides an assessment of an individual's combined Spanish and English hearing vocabulary. | | |
School Readiness Test (SRT)
Author: O.F. Anderhalter and Jan Perney
Date Published: 2004
| To Purchase this assessment, you must contact the publisher. | Scholastic Testing Service (STS)
480 Meyer Road
Bensenville, IL 60106-1617
| http://www.ststesting.com/srt.html (800) 642-6787 |
| | Cost |
$77.05 for a starter kit |
| Time to administer |
90 minutes |
| Administration |
Individual or Group |
| Grades |
K |
Cognitive elements
supported |
Language Comprehension
Letter Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed | Vocabulary -- Words are read aloud by the teacher, and the student must select a picture that best goes with that word.
Identifying Letters -- Letters are recited by the teacher, and the student must select the correct letter (out of a set of five).
Visual Discrimination -- Students must match identical numbers, letters, and patterns from a set of foils.
Phonemic Awareness -- Students must match pictures based on either on their rhyme or first, middle, or last phoneme.
Comprehension and Interpretation A short story is read aloud by the teacher, and students must select a picture that best matches the story.
Developmental Spelling Ability -- Words are recited aloud by the teacher, and the students must spell them correctly.
Handwriting -- Student must accurately copy letters, numbers, and shapes. | Language(s) tool can
be administered in | English and Spanish | Score reporting
and test design data | Raw scores can be converted to percentiles or stanines. A guide is also provided to convert scores into criterion-referenced readiness categories (High, Above Average, Average, etc.). This test was standardized and normed using a nation-wide sample of 3,071 students. Reliability was determined using part-score techniques. Validity was determined using intercorrelations among the subtests. | | Notes | This is a test of reading readiness given to students at or before the beginning of 1st grade to determine their aptitude for reading. Mathematical Knowledge is also assessed by this test battery. | | |
Stanford English / Spanish Language Proficiency Test (Stanford ELP / SLP)
Author: Pearson Assessments
Date Published: 2005
| | Cost |
|
| Time to administer |
40 to 100 minutes, depending on level |
| Administration |
Individual or Group |
| Grades |
K,1,2,3,and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
|
Subtests and
skills assessed | Listening -- Student must listen to short speeches and indicate their comprehension by responding to or questions (verbal and written) related to the speech.
Writing Conventions -- Students select sentences and words that use proper grammar, punctuation, and spelling.
Reading -- Students must read a variety of different types of texts (literary, informational, and functional), and respond to a variety of different types of comprehension questions (explicit, interpretive, and vocabulary/idioms).
Writing -- Students respond to prompts, and writing is evaluated based on word choice, sentence structure, and overall fluency.
Speaking -- Students must read and repeat words, phrases, and sentences; they must complete sentences based on a picture prompt, they must create a story based on picture prompts, and they must respond appropriately to social questions or statements. | Language(s) tool can
be administered in | English and Spanish | Score reporting
and test design data | Raw scores can be converted to scaled scores, and scaled scores can be converted to a criterion category (pre-emergent, emergent, basic, etc.). Reliability assessments were determined from form to form (see notes) and internal consistency ratings. Validity was determined using a variety of other Stanford assessments (SDRT and SAT-9) | | Notes | There are three forms (A, B, and C) of each level of the English Language Proficientcy Test (ELP) to allow for multiple assessments without test sensitization. The Spanish Language Proficiency Test (SLP) is only available in one form (Form A) at this time. | | | End of list. You may return to the Reading Assessment Database to search again.
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