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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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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.

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This Assessment has already been added to your clipboard. Auditory Analysis Tests

Author: Jerome Rosner and Dorothea Simon
Date Published: 1971

To Purchase this assessment, you must contact the publisher.
Journal of Learning Disabilities (Vol. 4, No. 7. pp. 40-48) rss=1&ssource=mfc


Cost $15
Time to administer 10 - 15 minutes
Administration Individual
Grades 1, 2, 3, and higher
Cognitive elements
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
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.

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