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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.

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This Assessment has already been added to your clipboard. Assessment of Literacy and Language (ALL)

Author: Linda J. Lombardino, R. Jane Lieberman, and Jaumeiko J. C. Brown
Date Published: 2005

To Purchase this assessment, you must contact the publisher.
The Psychological Corporation - A Harcourt Assessment Co. Pid=015-8074-742&Mode=summary


Cost $249.00 for complete kit
Time to administer Varies depending upon subtests given
Administration Individual or Group
Grades Pre-K, K, and 1
Cognitive elements
Language Comprehension
Cipher Knowledge
Letter Knowledge
Concepts About Print
Semantics (Vocabulary and Morphology)
Phonological Awareness
Subtests and
skills assessed
Basic Concepts — Student must point to a picture that is most similar to a verbal description (e.g. "Point to the big tree").

Receptive Vocabulary — Student must point to a picture that best represents a dictated word. Words increase in difficulty.

Parallel Sentence Production — The teacher describes a picture using certain grammar, then the student describes a similar picture using the same grammatical structure the teacher did. This is a test of syntax and morphemic knowledge.

Word Relationships — Student must describe why pairs of words are related (e.g. SUN and HOT).

Rhyme Knowledge — Student must determine whether two words rhyme, decide which word out of a set of words does not rhyme, produce a rhyming word when given a prompt, and complete a sentence with an appropriate rhyming word.

Sound Categorization — Student must decide which word out of a set of words does not begin with the same sound (phoneme) as the other words.

Elision — Student must omit part of a compound word (e.g. teacher says "cowboy," and student replies with "cow."

Letter Knowledge — Student must correctly identify letters (by name, by pointing to them, and by writing them).

Phonics Knowledge — Student must identify the sounds (phonemes) that typically correspond to letters and letter clusters. Student must also correctly pronounce simple nonsense-words.

Invented Spelling — Student must write dictated words using appropriate spelling-sound conventions.

Book Handling — Student demonstrates just the most basic knowledge of concepts about print (e.g. parts of a book, direction of reading)

Concept of Word — Student demonstrates more advanced concepts about word boundaries and identifies (without decoding) specific words.

Matching Symbols — Student must match identical pairs of letters or numbers as well as clusters of letters.

Sight Word Recognition — Student must correctly identify words in a graded list.

Rapid Automatic Naming — Student must quickly identify pictures of familiar objects.

Word Retrieval — Student is given a category, and must think of as many words as possible that fit that category in one minute (e.g. "Name all of the food items you can think of.").

Listening Comprehension — Student must retell important details from a story, and also answer comprehension questions about the story.

Language(s) tool can
be administered in
Score reporting
and test design data
This collection of assessments is a mix of norm-referenced and criterion-referenced subtests. Where appropriate, raw scores can be converted into percentile ranks. Data from certain subtest can be combined to provide overall index scores. This assessment was standardized using a nationwide, representative sample of PreK - 1 students. Reliability coefficients were within expected ranges for students of this age range. Validity was determined using subtest intercorrelations, as well as correlations with other existing assessments (e.g. CELF Preschool-2, PIPA, ERDA-2, etc.).
Notes The different subtests in the ALL are broken down into different levels of investigation. There are indicator assessments (used as a screen for all children), diagnostic assessments (for students who did not perform well on the indicator assessment), and criterion-referenced assessments (for further investigation into the cause of the difficulties).

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