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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.

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The RAD Clipboard - for keeping track of reading assessment tools you're interested in. The Reading Assessment Clipboard:
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This Assessment has already been added to your clipboard. Basic Reading Inventory — 10th Edition

Author: Jerry L. Johns
Date Published: 2008

To Purchase this assessment, you must contact the publisher.
Kendall/Hunt Publishing Company TKN=135EEE82-19B9-B72C-DD08D7CA60996B5D&PID=219&PRD=24669


Cost $64.95 for book and CD-ROM (which includes reproducible record booklets)
Time to administer Varies depending upon subtests given
Administration Individual
Grades Pre-K, K, 1, 2, 3, and higher
Cognitive elements
Phoneme Awareness
Letter Knowledge
Concepts About Print
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
Score reporting
and test design data
This is a criterion-referenced collection of assessments. No normative or validation information is provided.
Notes This collection of assessments is primarily designed to help teachers identify each student's independent, instructional, and frustration reading levels. Guides are provided to help teachers determine each child's different reading levels. Some of the reading passages are equivalent in difficulty, so teachers can use this assessment as a pre- and post-test of reading competence. The Phoneme Awareness (Spelling) assessment is really a test of letter-sound knowledge — the Phoneme Segmentation test is actually a test of phoneme awareness.

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