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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 is 1 test that matches your search. Results are sorted by name.

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

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

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

This Assessment has already been added to your clipboard. Yopp-Singer Test of Phoneme Segmentation

Author: Hallie Yopp
Date Published: 1995

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


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

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