Reading Assessment Database - List of All Assessments from the Database
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.
How to use this page
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You have just searched the Reading Assessment Database for Grades K-2 for published reading assessments.
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seen in the list of assessments below.
|
Abecedarian Reading Assessment
Author: Sebastian Wren and Jennifer Watts
Date Published: 2002
| | Cost |
Free download |
| Time to administer |
Varies depending on subtests given |
| Administration |
Individual |
| Grades |
K and 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 lentgh 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. | | |
|
Analytical Reading Inventory (7th Edition)
Author: Mary Lynn Woods and Alden J. Moe
Date Published: 2003
| | Cost |
$42.00 |
| Time to administer |
Varies depending on passages read |
| Administration |
Individual |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Decoding
|
Subtests and
skills assessed | Oral reading accuracy across different levels of text difficulty -- Students read graded passages of text aloud while the teacher monitors oral reading accuracy. Instructions for "miscue analysis" are provided, as are suggestions for other areas of literacy skill development to monitor (e.g. fluency, emotional status, ability to make predictions, etc.). Reading Comprehension -- Passages are a mix of expository and narrative. Comprehension is assessed through retelling rubrics, as well as appropriateness of response to comprehension questions (literal to inferential) | 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 | There are three forms of this assessment (A, B, and C) so repeated, comparable assessment can be given to monitor growth of literacy skills. There is an audio training CD provided with this assessment to guide teachers through the assessment and score interpretation. | | |
|
Aprenda: La Preuba de Logros en Espanol - 3rd Edition
Author: Harcourt Assessment, Inc
Date Published: 2005
| | Cost |
$202.50 for the basic package |
| Time to administer |
Untimed with flexible guidelines |
| Administration |
Individual |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed | Sonidos y Letras -- Students must match words based on initial and final phoneme, letter identification, letter sound correspondence, and identifying letters within words. Lectura de Palabras -- Students must match words with pictures and must also correcty identify written words. Lectura de Oraciones -- Students must read sentences and match them with the most appropriate picture. Vocabulario -- Students must match words based on meaning (synonyms), and they must define words in context. Comprension de Lectura -- Students must demonstrate reading comprehension through a variety of tasks (two-sentence stories, modified cloze tests, and comprehension questions). Comprension Auditiva -- Students must demonstrate oral language comprehension through tasks that include vocabulary knowledge, sentence comprehension, and story comprehension. Ortografia -- Students must demonstrate correct spelling knowledge by marking the misspelled words in sentences. | Language(s) tool can
be administered in | Spanish | Score reporting
and test design data | Raw scores can be converted to scaled scores, national and local percentile ranks, stanines, grade equivalent scores, normal curve equivalent scores, Achievement/ability comparisons, group percentile ranks and stanines, content cluster and process cluster performance categories, p-Values, and performance standards. The Aprenda 3 offers newly developed , standards-based content that yields 2004 norm-referenced information and , as desired, customized, criterion-referenced information.This test was developed and normed in Spanish. This is a general battery of assessment tools; reading is only one part of this battery of tests. Other abilities measured are mathematics and language arts. | | Notes | There is a battery of 12 test levels that assesses students from kindergarten to grade 12. The two levels of Preprimario (Preprimer) assess the achievement of children in kindergarten and the frist half of grade 1. The eight levels of Primario (Primary) and Intermedio (Intermediate) measure the important instructional standards of curricula from the second half of grade 1 to the end of grade 9. The two levels of Avanzado (Advanced) are intendedfor grades 9-12. In addition to the subtests listed above, this battery also contains an English as a Second Language assessment section (Lenguaje) and an open-ended response section. | | |
|
Assessment of Literacy and Language (ALL)
Author: Linda J. Lombardino, R. Jane Lieberman, and Jaumeiko J. C. Brown
Date Published: 2005
| | Cost |
$250.00 for complete kit |
| Time to administer |
Varies depending upon subtests given |
| Administration |
Group and individual |
| Grades |
Pre-K, K, and 1 |
Cognitive elements
supported |
Language Comprehension
Cipher Knowledge
Letter Knowledge
Concepts About Print
Semantics (Vocabulary and Morphology)
Syntax
Phonological Awareness
|
Subtests and
skills assessed | Basic Concepts -- Student must point to a picture that is most similar to a verbal description (e.g. "Point to the big tree"). Receptive Vocabulary -- Student must point to a picture that best represents a dictated word. Words increase in difficulty. Parallel Sentence Production -- The teacher describes a picture using certain grammar, then the student describes a similar picture using the same grammatical structure the teacher did. This is a test of syntax and morphemic knowledge. Word Relationships -- Student must describe why pairs of words are related (e.g. SUN and HOT). Rhyme Knowledge -- Student must determine whether two words rhyme, decide which word out of a set of words does not rhyme, produce a rhyming word when given a prompt, and complete a sentence with an appropriate rhyming word. Sound Categorization -- Student must decide which word out of a set of words does not begin with the same sound (phoneme) as the other words. Elision -- Student must omit part of a compound word (e.g. teacher says "cowboy," and student replies with "cow." Letter Knowledge -- Student must correctly identify letters (by name, by pointing to them, and by writing them). Phonics Knowledge -- Student must identify the sounds (phonemes) that typically correspond to letters and letter clusters. Student must also correctly pronounce simple nonsense-words. Invented Spelling -- Student must write dictated words using appropriate spelling-sound conventions. Book Handling -- Student demonstrates just the most basic knowledge of concepts about print (e.g. parts of a book, direction of reading) Concept of Word -- Student demonstrates more advanced concepts about word boundaries and identifies (without decoding) specific words. Matching Symbols -- Student must match identical pairs of letters or numbers as well as clusters of letters. Sight Word Recognition -- Student must correctly identify words in a graded list. Rapid Automatic Naming -- Student must quickly identify pictures of familiar objects. Word Retrieval -- Student is given a category, and must think of as many words as possible that fit that category in one minute (e.g. "Name all of the food items you can think of."). Listening Comprehension -- Student must retell important details from a story, and also answer comprehension questions about the story. | Language(s) tool can
be administered in | English | Score reporting
and test design data | This collection of assessments is a mix of norm-referenced and criterion-referenced subtests. Where appropriate, raw scores can be converted into percentile ranks. Data from certain subtest can be combined to provide overall index scores. This assessment was standardized using a nationwide, representative sample of PreK - 1 students. Reliability coefficients were within expected ranges for students of this age range. Validity was determined using subtest intercorrelations, as well as correlations with other existing assessments (e.g. CELF Preschool-2, PIPA, ERDA-2, etc.). | | Notes | The different subtests in the ALL are broken down into different levels of investigation. There are indicator assessments (used as a screen for all children), diagnostic assessments (for students who did not perform well on the indicator assessment), and criterion-referenced assessments (for further investigation into the cause of the difficulties). | | |
|
Auditory Analysis Tests
Author: Jerome Rosner and Dorothea Simon
Date Published: 1971
Journal of Learning Disabilities (Vol. 4, No. 7. pp. 40-48)
| |
| | Cost |
Free |
| 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. | | |
|
Bader Reading and Language Inventory - 5th Edition
Author: Lois A. Bader
Date Published: 2005
Pearson Education -- Merrill Printice Hall
One Lake Street
Upper Saddle River, MN 07458 | http://www.prenhall.com 800-947-7700 |
| | Cost |
$44.00 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. | | |
|
Basic Reading Inventory -- 9th Edition
Author: Jerry L. Johns
Date Published: 2005
| | Cost |
$44.95 for book and CD-ROM (which includes reproductible 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. | | |
|
Boehm Test of Basic Concepts - 3rd Edition (Boehm-3)
Author: Ann E. Boehm
Date Published: 2000
| | Cost |
$201.00 (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 |
$159.00 (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 - Revised
Author: Bruce A. Bracken
Date Published: 1998
| | Cost |
Unknown -- contact publisher |
| 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 independantly. | | 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: 2002
| | Cost |
$139.00 for manuals and 25 record 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 independantly. | | 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). | | |
|
Brigance Diagnostic Comprehensive Inventory of Basic Skills - Revised (CIBS-R)
Author: Albert H. Brigance
Date Published: 1999
| | Cost |
$185.00 for screen and manual; $35.00 for record books (10 count) |
| Time to administer |
Dependent on student and assessments administered |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Letter Knowledge
Phonology
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed | This is a collection of assessment tools, and the skills measured depend on the assessment given. Each assessment contains multiple subtests. Readiness -- too many subtests to list (27 subtests). Examples include recognizing colors, self-help skills, drawing a person, visual motor skills, visual discrimination, letter and alphabet knowledge, letter and number writing, counting and gross motor skills. Listening comprehension -- five subtests: Auditory discrimination (phonology), sentence memory, following oral directions (language comprehension), listening vocabulary grade-placement test, listening comprehension grade-placement test. Word recognition grade-placement test -- a test of decoding skill; words from a graded word list are read aloud Oral reading -- graded passages; oral reading accuracy is scored. A test of decoding skill. Reading and listening comprehension -- two subtests: Reading vocabulary comprehension grade placement test (child must pick one word from a group that does not belong) and graded comprehension passages (comprehension is assessed through multiple-choice questions) Word analysis -- the word analysis survey is one subtest: auditory discrimination, reading rhymes, and reading words in word families. The word analysis section also contains other non-validated assessments which are similar to the sub-parts of the word analysis survey (but which are too numerous to list here). Functional word recognition -- basic sight vocabulary, direction words, number words, warning and safety signs, information signs, warning labels and food labels Spelling -- spelling grade placement (graded word lists), initial consonants, initial blends and digraphs, suffixes, prefixes, and number words | Language(s) tool can
be administered in | English | Score reporting
and test design data | Scores are presented as raw scores, percentiles, grade-equivalent scores, and age-equivalent scores. Criterion-referenced categories are also provided to give a categorical description of the student's performance. This assessment battery was standardized on a representative nationwide sample of 1,121 children. Test-retest reliability in the lower grades was in the .85 range, and the inter-rater reliability, alternative forms reliability, and internal consistency measures were all also uniformly high. Validity was assessed using the Iowa Test of Basic Skills, the Stanford Achievement Test, and the California Achievement Test. | | Notes | This inventory has options for group testing on certain subtests. Two forms of the test are available for pre- and post-test applications. In the word analysis section, special attention is given to the position of the sounds/letters in the words (e.g. initial consonant or final consonant). Also, special consideration is given to blends and digraphs. The revised version of this assessment battery was published in August of 1998. This assessment battery also includes assessments in speech, writing, basic math, graphs and maps, and reference skills. | | |
|
Brigance Diagnostic Inventory of Early Development II (IED-II)
Author: Albert Brigance and Frances Page Glascoe
Date Published: 2004
| | Cost |
$185.00 |
| Time to administer |
Varies depending on subtests given. |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2 |
Cognitive elements
supported |
Decoding
Cipher Knowledge
Letter Knowledge
Background Knowledge
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed | This assessment collection contains too many subtests to adequately describe all of them. Specific reading-related assessments include: Visual Discrimination -- Student must determine whether sets of shapes, letters, and whole words are identical or different. Lowercase Letter Knowledge -- Student must correctly identify lowercase letters. Word Recognition -- Student must correctly identify regular and irregular words from lists. Passage Reading -- Student must read passages of text accurately. Matches Initial Consonant with Pictures -- Student must identify pictures of items whose names begin with the same letter. Substitutes Initial Consonant Sounds -- Teacher points to and says one of two words that rhyme, and the student must identify the second word (which differs only in the first letter -- e.g. PAT-BAT). Substitutes Short/Long Vowel Sounds -- Teacher points to and says one of two words that are identical except for the medial vowel, and the student must identify the second word (which differs only in the medial vowel -- e.g. DOT-DAT). Writing -- there are various subtests that require the student to write familiar words and letters accurately and legibly. More -- See notes | Language(s) tool can
be administered in | English | Score reporting
and test design data | Most of the subtests provide an expected criterion level, but normative data is also provided to compare students who take this test against a representative normative sample. Raw scores can be converted to percentile ranks and age-equivalent scores. Reliability and validity data was collected in 2003 on a sizeable, representative, nation-wide sample of students. Reliability and validity data is provided in the IED-II Standardization and Validation Manual. | | Notes | In addition to the assessments listed above, this assessment collection contains a variety of motor-skill assessments, school readiness assessments, and basic math assessments. It also contains multiple vocabulary and comprehension assessments, including picture vocabulary, color identification, shape identificaiton, following directions, sentence memory, picture classification, and world knowledge. | | |
|
Brigance K & 1 Screen II
Author: Albert Brigance and Frances Page Glascoe
Date Published: 2005
| | Cost |
$110.00 |
| Time to administer |
Approximately 15 minutes |
| Administration |
Individual |
| Grades |
Pre-K |
Cognitive elements
supported |
Language Comprehension
Decoding
Cipher Knowledge
Letter Knowledge
Semantics (Vocabulary and Morphology)
Syntax
|
Subtests and
skills assessed | Identifies Body Parts -- Student must name body parts when pointed to. Gross Motor Skills -- Student must demonstrate balance through several tasks. Color Recognition -- Student must point to correct colors as the teacher names them. Visual Motor Skills -- Student must copy shapes accurately. Prints Personal Data -- Student must write first and last name. Rote Counting -- Student counts as high as he or she can. Numeral Comprehension -- Student must match quantity of objects with numerals. Number Readiness -- Student matches groups of objects based on their number. Reads Uppercase Letters -- Student muct correctly identify upper-case letters. Reads Lowercase Letters -- Student muct correctly identify lower-case letters. Recites Alphabet -- Student must recite the alphabet correctly. Visual Discrimination -- Student must determine whether groups of letters and words are identical or different. Phonemic Awareness and Decoding -- Groups of words all starting with the same phoneme are read aloud to the student, and the student must correctly identify the letter those words all start with. Listening Vocabulary Comprehension -- Sets of words are read aloud to the student. In each set, all but one of the words are semantically related. The student must decide which word does not belong in the set. Word Recognition -- Student must correctly identify grade-appropriate lists of regular and irregular words. Draws A Person -- Student must draw a complete picture of a person, including a variety of body parts. Computation -- Student must solve simple math problems. Numerals in Sequence -- Student must write numerals from one to ten. | Language(s) tool can
be administered in | English | Score reporting
and test design data | The Brigance Screens were re-standardized and validated in 2005 with 1366 students from across the country. Normative tables are provided to convert raw scores into age-equivalent scores. Reliability and validity procedures and data are provided in the Technical Manual. | | Notes | This assessment is described as a criterion-referenced assessment, but normative data is provided which allows the teacher to compare a student's score against typical students at different ages. | | |
|
Brigance Preschool Screen II
Author: Albert Brigance and Frances Page Glascoe
Date Published: 2005
| | Cost |
$110.00 for manual and building blocks |
| Time to administer |
Approximately 15 minutes |
| Administration |
Individual |
| Grades |
Pre-K |
Cognitive elements
supported |
Language Comprehension
Semantics (Vocabulary and Morphology)
Syntax
|
Subtests and
skills assessed | Color Recognition -- Student must point to correct colors as the teacher names them. Picture Vocabulary -- Student must identify pictures of objects. Visual Discrimination -- Student must determine whether forms and uppercase letters are identical or different. Visual Motor Skills -- Student must copy shapes accurately. Gross Motor Skills -- Student must stand on one foot. Rote Counting -- Student counts as high as he or she can. Identifies Body Parts -- Student must name body parts when pointed to. Follows Verbal Directions -- Student must listen to instructions and follow them. Number Concepts -- Student must count and gives the teacher a specified number of objects. Responds to Picture -- Student describes a scene while the teacher makes note of vocabulary, syntax, and prediction. Articulates Initial Sounds -- Student is asked to name pictures of objects while teacher notes whether the student correctly pronounes the initial sound (phoneme) in each word. | Language(s) tool can
be administered in | English | Score reporting
and test design data | The Brigance Screens were re-standardized and validated in 2005 with 1366 students from across the country. Normative tables are provided to convert raw scores into age-equivalent scores. Reliability and validity procedures and data are provided in the Technical Manual. | | Notes | This assessment is described as a criterion-referenced assessment, but normative data is provided which allows the teacher to compare a student's score against typical students at different ages. | | |
|
Comprehensive Test of Phonological Processing (CTOPP)
Author: Richard Wagner, Joseph Torgesen, and Carol Rashotte
Date Published: 1999
| | Cost |
$254.00 for classroom kit |
| Time to administer |
Approximately 30 minutes |
| Administration |
Individual |
| Grades |
K, 1, 2, 3 and higher |
Cognitive elements
supported |
Phoneme Awareness
Phonological Awareness
|
Subtests and
skills assessed | Elision -- Student must repeat each word with one phoneme omitted (when the phoneme is omitted, the remaining word is always a real word) Blending Words -- Words are said aloud to the student with a clear pause between each phoneme; the student must identify the word. Sound Matching (Initial Sound) -- Student must match two words that begin with the same sound (phoneme). Sound Matching (Final Sound) -- Student must match two words that end with the same sound (phoneme). Memory for Digits -- Random digits are read aloud to the student, and the student repeats them in the same order. Nonword Repetition -- Non-words are read aloud to the student, and the student repeats them verbatim. Some of the words are very long. Rapid Color Naming -- For ages 7 and older only. The student must identify colors by name as quickly as possible. Rapid Digit Naming -- For ages 7 and older only. The student must identify numbers by name as quickly as possible. Rapid Letter Naming -- For ages 7 and older only. The student must identify letters by name as quickly as possible. Rapid Object Naming -- The student must identify pictures of objects by name as quickly as possible. Blending Nonwords -- Same as the blending words subtest, but all items are non-words. Phoneme Reversal -- For ages 7 and older only. Real words are read backwards to the student. The student must say the correct word forwards. Segmenting Words-- For ages 7 and older only. A word is spoken aloud to the student, and the student repeats the word with a clear pause between each phoneme. Segmenting Nonwords -- For ages 7 and older only. Same as segmenting words, but non-words are used. | 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 Rapid Automaticized Naming and Phonological Processing. RAN and PP have been shown to make separate contributions to reading success. | | |
|
Comprehensive Test of Phonological Processing (CTOPP)
Author: Richard Wagner, Joseph Torgesen, and Carol Rashotte
Date Published: 1999
| | Cost |
$254.00 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. | | |
|
Criterion Test of Basic Skills (CTOBS-2)
Author: James Evans, Kerth Lundell, William Brown, 2nd Edition
Date Published: 2002
| | Cost |
$112 (Test kit of 25 for reading and arithmetic) |
| Time to administer |
15 - 20 minutes |
| Administration |
Individual |
| Grades |
1, 2, 3, and higher |
Cognitive elements
supported |
Decoding
Cipher Knowledge
Letter Knowledge
Phonological Awareness
|
Subtests and
skills assessed | Letter Recognition -- Student must identify individual letters of the alphabet by name. Letter Sounds -- Student must match letters with appropriate sounds (phonemes). Blending -- Student must correctly identify words that are segmented. Sequencing -- Student must arrange pictures to reflect a proper story sequence. Decoding -- Student must identify proper pronunciation of common spelling patterns, multi-syllable words, and common sight words. | Language(s) tool can
be administered in | English | Score reporting
and test design data | This is a criterion referenced assessment. No normative data is provided. Recommended to be used as a pre and post test - test results are intended to be used to show individual growth. | | Notes | Results are tabulated into 3 Levels: Mastery Level (90-100%) Instructional Level (50-89%) and Frustration Level (0-49%). The CTOBS-2 also contains a basic math subtest. | | |
|
Decoding Skills Test
Author: Ellis Richardson and Barbara DiBenedetto
Date Published: 1985
| | Cost |
$156.00 for classroom kit |
| Time to administer |
15 to 30 minutes |
| Administration |
Individual |
| Grades |
1, 2, 3, and higher |
Cognitive elements
supported |
Decoding
Cipher Knowledge
|
Subtests and
skills assessed | Basal vocabulary -- Student must correctly identify regular and irregular words from graded lists Phonic patterns -- Student must correctly identify both real and nonsense words -- all real words are regular, decodable words. Contextual decoding -- Student must read short passages of text while teacher assesses comprehension, reading rate, and reading accuracy. | Language(s) tool can
be administered in | English | Score reporting
and test design data | This is a criterion referenced test; no normative data is presented. Scores are reported as raw scores and reading achievement level scores. Reliability for this assessment was determined using a sample of more than 1,200 students across Atlanta, Georgia, along with 238 children in New York City in 1978. Internal reliability measures were found to be in the .90 range, and test-retest reliability scores were in the .90 range | | Notes | This test can be used as a screening device, but the publishers state that it is especially useful with students who have already demonstrated reading difficulties. | | |
|
Developmental Reading Assessment, K-3 - 2nd Edition (DRA-2, K-3)
Author: Joetta M. Beaver
Date Published: 2006
| | Cost |
$305.50 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. | | |
|
Diagnostic Assessments of Reading -- 2nd Edition
Author: Florence Roswell, Jeanne Chall, Mary E. Curtis, and Gail Kearns
Date Published: 2005
| | Cost |
$219.00 (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 correclty 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 varity 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 validty 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. | | |
|
Domine Reading and Writing Assessment Portfolio (Revised)
Author: Diane DeFord
Date Published: 2004
| | Cost |
$233.50 for Grades K-3 and $172.50 for Grades 4-8 |
| Time to administer |
Varies depending on grade and subtests given |
| Administration |
Individual and small group |
| 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. | | |
|
Dynamic Indicators of Basic Early Literacy Skills -- 6th Edition (DIBELS-6)
Author: University of Oregon
Date Published: 2005
| | 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. | | |
|
Early Reading Diagnostic Assessment - 2nd Edition (ERDA-2)
Author: The Psychological Corporation
Date Published:
| | Cost |
$250.00 for manuals and 25 record forms, etc per grade level |
| Time to administer |
60 to 110 minutes if all subtest are administered |
| Administration |
Individual |
| Grades |
K, 1, 2, 3 |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Letter Knowledge
Concepts About Print
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed | Letter Recognition (Grades K, 1) -- Student must identify letters of the alphabet by name. Concepts of Print (Grades K, 1) -- Student is given a sample of text, and the teacher fills out a checklist based on the students behavior. Story Retell / Listening Comprehension (Grades K, 1, 2, 3) -- A story is read aloud to the student, and the student must answer comprehension questions about the story. Rubrics are provided for evaluating the quality of the student's response to each question. Rhyming (Grade K) -- For some items, the student must decide if two words rhyme. For the rest of the items, the student must generate rhymes for words. Phonemes (Grades K, 1, 2) -- For some items, the student must determine which phoneme has been omitted from a word. For the rest of the items, the student must identify the sounds (phonemes) that correspond to the remaining letters. Syllables (Grade K) -- The student must omit a syllable from a word. Receptive Vocabulary (Grades K, 1, 2, 3) -- Student must select a picture that best corresponds to a given word. Expressive Vocabulary (Grades K, 1, 2, 3) -- Student must generate a word that best describes a picture or a verbal cue. Word Reading (Grades 1, 2, 3) -- Student must correctly identify words in a sight-word list. Pseudoword Decoding (Grades 1, 2) -- Student must correctly identify nonsense words from a list. Rimes (Grades 1, 2, 3) -- Student must pronounce monosyllabic or polysyllabic words omitting specified rimes (e.g. "tent" without the "ent" or "football" without the "oot"). Syllables (Grades 1, 2) -- Student must pronounce polysyllabic words omitting specified syllables. Reading Comprehension (Grades 1, 2, 3) -- For some items (and depending on grade level), students must correctly read isolated words and sentences aloud. For other items, students must read passages of text aloud, and then answer open-response comprehension questions. Passage Fluency (Grades 1, 2, 3) -- Students must read passages of text aloud while the teacher monitors oral reading rate and accuracy. RAN Letters (Grades 2, 3) -- Student must quickly identify letters and letter combinations. RAN Words (Grades 2, 3) -- Student must quickly identify words in isolation. RAN Digits (Grades 2, 3) -- Students must quickly identify numbers. RAN Words and Digits (Grades 2, 3) -- Student must quickly identify numbers and words mixed together. Word Opposites (Grade 2) -- Student vocabulary knowledge is demonstrated through matching antonyms. Word Synonyms (Grades 2, 3) -- Student vocabulary knowledge is demonstrated through matching synonyms. Word Definitions (Grades 2, 3) -- Student must demonstrate knowledge of word meanings by generating definitions, synonyms, or other appropriate responses. Rubrics are provided to aid in evaluating student responses. Multiple Meanings (Grade 3) -- Student must provide at least two independent meanings for each word given. | Language(s) tool can
be administered in | English | Score reporting
and test design data | Raw scores can be converted to percentile ranges. Scores are also represented categorically, describing student performance in terms of "emerging" "basic" or "proficient." Reliability measures are provided in the technical manual, and are within expected ranges for students this age. Validity was assessed using intercorrelations of the subtests. The ERDA-2 was also validated using a sample of learning disabled children and matched controls. | | Notes | Most of these subtests have been adapted from other norm-referenced assessments (such as the WIAT and the TOWK). Some subtests are optional depending on teacher choice and student performance on other subtests. A flowchart is provided at each grade level -- if students do poorly on certain subtests, this assessment recommends other subtests that can be administered to examine the students' difficulties in more detail. | | |
|
Ekwall / Shanker Reading Inventory -- 4th Edition (ESRI-4)
Author: James Shanker and Eldon Ekwall
Date Published: 2000
Pearson -- Allyn and Bacon
160 Gould st.
Needham Heights, MA 02194 | www.ablongman.com 617-848-6000 |
| | Cost |
$66.60 |
| 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 | 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. | | 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. | | |
|
Expressive One-Word Picture Vocabulary Test (EOWPVT)
Author: Rick Brownell
Date Published: 2001
| | Cost |
$145 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 | | | |
|
Fluency: Strategies & Assessments (2nd Edition)
Author: Jerry L. Johns and Roberta L. Berglund
Date Published: 2005
| | Cost |
$24.95 for book |
| Time to administer |
Varies depending on passages given |
| Administration |
Individual |
| Grades |
1, 2, 3, 4, 5, 6, 7, 8 |
Cognitive elements
supported |
Decoding
|
Subtests and
skills assessed | Oral Reading Fluency -- there are 8 passages of text provided in this book (for grades 1-8). Students read aloud from the grade-appropriate passage while the teacher monitors reading accuracy and fluency. Total words read correctly per minute is calculated. | Language(s) tool can
be administered in | English | Score reporting
and test design data | This is a criterion-referenced assessment. Tables for appropriate reading rates for each grade are provided, but there is no normative data for the specific passages provided in this assessment. | | Notes | This book provides a wealth of high-quality activities that teachers can use to improve reading fluency. | | |
|
Gates-MacGinitie Reading Tests, 4th Edition (GMRT-4)
Author: Walter H. MacGinitie, Ruth k. MacGinitie, Katherine Maria, & Lois G. Dreyer
Date Published: 2002
| | Cost |
PR ($145.75 for package of 25) and BR-AR ($122.83 for package of 25) |
| Time to administer |
PR and BR (75-100 min); Level 1 and 2 (75 min); Other levels (55 minutes) |
| Administration |
Group or Individual |
| Grades |
Pre-K, k, and 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Cipher Knowledge
Letter Knowledge
Concepts About Print
Phonological Awareness
|
Subtests and
skills assessed | Literacy Concepts -- Student must demonstrate knowledge of print mechanics (e.g. identify a word, identify a letter, text runs left-to-right and top-to-bottom, etc.) Oral Language Concepts -- Students must demonstrate skills in a variety of tasks including phoneme sequencing, phoneme matching, phoneme segmentation, and word length. Letters and Letter-Sound Correspondences -- Student must demonstrate knowledge of letters and must match letters with appropriate sounds (phonemes). In higher-levels, students must demonstrate knowledge of initial consonants and consonant clusters, final consonants and consonant clusters, and vowels. Listening (Story) Comprehension -- Students must listen to a passage of text read aloud, and must answer comprehension questions about the passage. Basic Story Words -- Student must demonstrate understanding of text-related vocabulary. Word Decoding -- Student must accurately identify isolated words in grade word lists. Comprehension -- Student must read a passage of text and correctly answer relevant comprehension questions. Word Knowledge -- Student must select an appropriate word based on given cues. | Language(s) tool can
be administered in | English | Score reporting
and test design data | Raw scores can be converted into national stanines, normal curve equivalents (NCEs), national percentile ranks, grade equivalents, and extended scale scores. About 65,000 students from all part of the country from both public and private schools were tested in teh fall of 1998 and spring of 1999 for the Fourth Edition. Additional score interpretation is available from the Riverside Scoring Service. | | Notes | Level PR is appropriate for preschool aged children (for students who are about to be taught how to read), Level BR is appropriate for kindergarten students and begining of Grade 1(designed to provide a benchmark measure at the beginning of Grade 1), and the Levels correspond to grade levels (level 1 to 1st grade and so on). Machine scorable booklets are availabe from the publisher for a fee. | | |
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Gray Diagnostic Reading Tests - 2nd Edition (GDRT-2)
Author: Brian Bryant, J. Lee Wiederholt and Diane Pedrotty Bryant
Date Published: 2004
| | Cost |
$250.00 for complete kit. |
| Time to administer |
50 - 90 minutes |
| Administration |
Individual |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Decoding
Letter Knowledge
Concepts About Print
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed | Letter/Word Recognition -- Depending on the level, students either determine whether the item in a box is a letter or word, or they identify the letter by name, or they identify the word. Phonetic Analysis -- Depending on level, students must either identify the first letter in a word, or students must correctly pronounce a nonsense word. Reading Vocabulary -- Depending on level, students either match pictures with written words, or students determine which two words in a set are antonyms. Meaningful Reading -- Depending on level, students must either demonstrate understanding of print mechanics (point to a letter, point to a word, etc.), or students must insert a meaningful word into a sentence that has a word missing (cloze procedure). Listening Vocabulary -- Teacher reads words aloud to the student, and the student must point to an appropriate picture. Rapid Naming -- Students must quickly and accurately identify letters and familiar words. Phonological Awareness -- The student must repeat a word out loud, and then must say the word with a certain phoneme or syllable missing (e.g. "basketball" without "ball" is "basket"). | Language(s) tool can
be administered in | English | Score reporting
and test design data | Raw scores can be converted to grade- and age-equivalent scores, standard scores, and percentile ranks. This assessment was normed on a representative sample of 1,018 students across the country in 1999-2000. Reliability (internal and test-retest) scores were found to be above .80, and validity measures were assessed using comparable existing reading assessments (GORT-4, CTPP, and Woodcock PEB-R). | | Notes | Two forms of the test are available for test-retest applications. A software scoring and report system is available. | | |
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Gray Oral Reading Test-4th Edition (GORT-4)
Author: J. Lee Wiederholt and Brian Bryant
Date Published: 2001
| | Cost |
$225.00 for complete kit |
| Time to administer |
15 to 30 minutes |
| Administration |
Individual |
| Grades |
2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Decoding
|
Subtests and
skills assessed | Oral Reading -- The student reads a passage of text aloud while the teacher monitors oral reading accuracy, categorizing each type of error or "miscue" (substitution, deletion, etc.). After the student has read the story, the teacher asks a few comprehension questions about the passage. | Language(s) tool can
be administered in | English | Score reporting
and test design data | Raw scores can be converted into standard scores and grade equivalent scores. This assessment was normed on 1,485 students from 18 states. Reliability scores were in the .90 range. Validity measures were assessed using teacher ratings of student reading ability (correlations in the .70 range), and using comparisons with the ITED, the CAT, the GORT-D, the SCREEN, and the DAB-2. | | Notes | Two forms of the test are available for test-retest applications. | | |
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Gray Silent Reading Tests (GSRT)
Author: J. Lee Wiederholt and Ginger Blalock
Date Published: 2000
| | Cost |
$160.00 for complete kit |
| Time to administer |
15 to 30 minutes |
| Administration |
Individual or Group |
| Grades |
2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
|
Subtests and
skills assessed | Silent Reading Comprehension -- Students read a short passage of text, and then answer 5 multiple-choice comprehension questions. | 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 rank, and standard score. A guide is also provided to convert standard scores into criterion-referenced categories (Very Superior, Superior, Above Average, etc.). This test was normed on a sample of 1,400 people. Reliability was demonstrated using alternate forms and time sampling. Validity was assessed using measures of criterion prediction (age prediction, group differentiation, etc.). | | Notes | There are alternate equivalent forms of this test (Form A and B) to allow for valid repeated testing. | | |
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Group Reading Assessment and Diagnostic Evaluation (GRADE)
Author: Kathleen T. Williams
Date Published: 2001
American Guidance Service, Inc.
4201 Woodland Road
Circle Pines, MN 55014-1796 | http://www.agsnet.com (800) 328-2560 |
| | Cost |
$222.99 set for levels P and K; $210.99 set for levels 1,2,3; $312.99 set for levels 4,5,6, M, H, A. |
| Time to administer |
45 minutes to 2 hours (depending on level) |
| Administration |
individual and group |
| Grades |
Pre-K, K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Letter Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed | Listening Comprehension -- Student listens to a sentence read orally by the teacher, and decides which picture best matches that sentence. Different items focus on comprehension of vocabulary, grammar, idiom, inference, and non-literal expressions. (Level P, K, 1) Picture Matching -- Student must determine which two figures are identical. (Level P) Picture Differences -- Student must determine which picture is different from the other three. (Level P) Verbal Concepts -- Student must select the picture that best matches a verbal description. (Level P) Picture Categories -- Student must select the picture of an object which object does not belong in the same semantic category as other objects in the set. (Level P) Sound Matching -- Student must match two words based on beginning or ending sound (phoneme). Pictures are used as cues to help the student remember the comparison words. (Level P, K) Rhyming -- Student must determine whether two words rhyme or not. (Level P, K) Print Awareness -- Student must demonstrate knowledge of print conventions by identifying various elements of print such as capital letter, word, or sentence. (Level K) Letter Recognition -- Student must accurately identify upper-case and lower-case letters. (Level K) Same and Different Words -- For some items, the student must determine which of four alternatives is identical to a target word. For the other items, the student must determine which word is different from the target word. | |
