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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.
Other Searches and Summary Charts:
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 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.
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 Ready to Learn: A Dyslexia Screener
Author: Angela K. Fawcett, Rod I. Nicolson, and Ray Lee
Date Published: 2004
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| Cost |
$269.00 for manual and 25 record forms |
| Time to administer |
30 to 45 minutes, depending on student's age |
| Administration |
Individual |
| Grades |
Pre-K, K, 1 |
Cognitive elements
supported |
Letter Knowledge
Phonology
Semantics (Vocabulary and Morphology)
Phonological Awareness
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Subtests and
skills assessed |
Rapid Naming — Student must quickly identify pictures of familiar objects.
Phonological Discrimination — Teacher says pairs of words aloud, and the student must decide if the word pairs are identical (HAT-HAT) or different (HAT-HACK).
Rhyming — Teacher says pairs of words aloud, and the student must decide if the words rhyme or not.
Sound Order — Student listens to recordings of two sounds, played in rapid succession, and must determine which sound came first.
Vocabulary — Student must point to a picture that best represents a dictated word.
Repetition — Student must correctly repeat (parrot) simple sentences.
Letter Naming — Student must correctly identify letters on a page.
First Letter Sound — Student must isolate the first sound (phoneme) in words. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is both a criterion-referenced and norm-referenced collection of assessments. Raw scores are compared against a criterion for success, and are described categorically — "red" being of greatest concern for dyslexia, "green" being of least concern. Growth norms are also provided to monitor the growth of students over time (relative to a normed sample). Internal consistency and test-retest reliability measures were within expected ranges for young students. The validity of the assessment was determined using other existing early reading assessments (e.g. ESI-R, BSRA, WPPSI-III). |
| Notes |
There are 16 subtest in this assessment battery. In addition to those listed above, there are other tests of number knowledge, visual memory, fine motor control, and postural stability. |
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End of list. You may return to the Reading Assessment Database to search again.
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