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.
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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.
Brigance Diagnostic Inventory of Early Development II (IED-II)
Author: Albert Brigance and Frances Page Glascoe
Date Published: 2004
|Time to administer
||Varies depending on subtests given.|
||Pre-K, K, 1, 2|
Semantics (Vocabulary and Morphology)
|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
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.|
||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 identification, following directions, sentence memory, picture classification, and world knowledge.|
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