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Reading Assessment Database: Search Results
The essential cognitive elements of the reading process have been outlined in the Cognitive Framework of Reading.
To assist educators in organizing their assessment practices around the cognitive framework, we've created a way to
easily search for published early reading assessments that specifically test skills and knowledge outlined by the
Cognitive Framework of Reading.
To find out more about the Reading Assessment Database, you can read the
overview page for a description of the database and tips for using it effectively.
You have just searched the Reading Assessment Database for Grades K-2 for published reading assessments.
that test . There are 6 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 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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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. | | |
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. | | |
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). | | |
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). | | |
Standardized Assessment of Phonological Awareness
Author: Jarrell C. Cassady, Lawrence L. Smith, Diane Bottomley, and Scott Popplewell
Date Published: 2006
| | 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). | | |
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). | | | End of list. You may return to the Reading Assessment Database to search again.
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