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.
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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.
Process Assessment of the Learner (PAL) — Test Battery for Reading and Writing
Author: Virginia Wise Berninger
Date Published: 2001
|To Purchase this assessment, you must contact the publisher.|
|The Psychological Corporation - A Harcourt Assessment Co.
|Time to administer
||45 to 60 minutes, but may vary depending on level and subtests given|
||K, 1, 2, 3, and higher|
|Alphabet Writing — Student is instructed to write the alphabet quickly and accurately. There is a 5-minute time limit, and a scoring rubric is used to determine whether letters are written correctly. |
Receptive Coding — On some items, student compares two words to determine if they are identical. On other items, student determines whether a letter is contained within a word.
Expressive Coding — Teacher pronounces nonsense words aloud, and the student must write them using appropriate spelling-sound conventions.
RAN-Letters — Student must quickly and accurately identify letters of the alphabet.
RAN-Words — Student must quickly and accurately identify common, high-frequency words.
RAN-Digits — Student must quickly and accurately identify numbers.
RAN-Words and Digits — Student must quickly and accurately identify common, high-frequency words and numbers.
Note-Taking Task A — Teacher reads a simulated lecture aloud to the student, and the student must capture both the main idea of the lecture and also supporting ideas.
Rhyming — Two rhyming words and one non-rhyming word are presented to the student, and the student must determine which word does not rhyme.
Syllables — Student must identify, isolate and delete syllables in words and nonsense-words (e.g. say "hotcake" without "cake").
Phonemes — Student must identify, isolate and delete phonemes in words and nonsense-words (e.g. say "pill" without "ill").
Rimes — Student must isolate and delete rimes from words and nonsense words (e.g. say "weather" without "eth").
Word Choice — Student must decide which spelling of a word (out of three choices) is correct.
Pseudoword Decoding — Student must correctly pronounce pseudowords.
Story Retell — Student must listen to a story, and retell the important details from the story. A few comprehension questions are also given to prompt the student. Responses are open-ended and a rubric is provided to guide scoring responses.
Finger Sense — Student must engage in a variety of tasks involving the fingers (e.g. touch finger and thumb, identify which finger is being touched by the teacher, identify the letter or number that the teacher "writes" on the finger with a wooden stylus).
Sentence Sense — Student must identify which of three similar sentences is correctly written.
Copying — Student must accurately and quickly copy sentences and paragraphs.
Note-Taking Task B — Similar to Note-Taking Task A (see above)
|Language(s) tool can
be administered in
and test design data
|Raw scores on each subtest can be converted to decile scores, so students in each grade can be compared against the performance of a national sample of students. The test was standardized using a representative nation-wide sample of students. The validity of the assessment was established through correlations with other existing assessments (e.g. WIAT-II and PPVT-III)|
||Different subtests are appropriate for students at different grades, and not all subtests would be given to every student.|
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