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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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 Bracken Basic Concept Scale - Third Edition: Receptive
Author: Bruce A. Bracken
Date Published: 1998
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| Cost |
$42 for a package of 15 Record Forms |
| Time to administer |
30 minutes |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2 |
Cognitive elements
supported |
Letter Knowledge
Semantics (Vocabulary and Morphology)
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Subtests and
skills assessed |
Colors — Student must identify common colors by name.
Letters — Students must identify upper-case and lower-case letters.
Numbers/Counting — Student must identify single- and double-digit numerals, and must count objects.
Sizes — Student must demonstrate knowledge of words used to depict size (e.g. TALL, WIDE, etc.)
Comparisons — Student must match or differentiate objects based on a specific characteristic.
Shapes — Student must identify basic shapes by name.
Direction / Position — Students must demonstrate knowledge of words used to depict direction (e.g. UNDER, CENTER, LEFT)
Self / Social Awareness — Students must demonstrate familiarity with social concepts as well as relationship terms (e.g. ANGRY, TIRED, FATHER, YOUNG).
Texture / Material — Students must demonstrate knowledge of words used to depict texture or materials (e.g. SOLID, ROUGH, METAL, GLASS).
Quantity — Students must demonstrate knowledge of words used to describe quantity (e.g. FULL, TRIPLE, A LOT).
Time / Sequence — Students must demonstrate knowledge of concepts related to time or sequence (e.g. after, summer, first). |
Language(s) tool can
be administered in |
English and Spanish |
Score reporting
and test design data |
Raw scores can be converted to percentile rank scores and standard scores. Guides are provided to convert standard scores into criterion categories (e.g. "advanced" or "delayed"). Reliability measures were within expected ranges given the age of the students. Validity was assessed using other published assessments (e.g. WPPSI-R, DAS). The BBCS Spanish Edition was developed, normed, and validated independently. |
| Notes |
This assessment can be used with children as young as 2.6 years of age. |
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