|
|
 |
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.
|
 Stanford Reading First
Author: Pearson Educaiton Inc
Date Published: 2004
|
| Cost |
$55.65 for reading results package |
| Time to administer |
Varies depending on level and subtests given |
| Administration |
Group |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed |
Sounds and Letters — Students must demonstrate knowledge in a variety of early reading domains, including phonological awareness, orthographic awareness, and alphabetic principle. (SESAT 1 and 2 only)
Word Study Skills — Students must recognize structural elements of printed words and demonstrate knowledge of spelling-sound (phoneme) conventions. (Primary 1 through Intermediate 1)
Word Reading — Student must demonstrate word decoding skills through different tasks, such as matching printed words with spoken words and matching pictures with written words. (SESAT 1 and 2 and Primary 1 only)
Sentence Reading — Student must read and understand predictable sentences, simple sentences, pairs of related sentences, and the student must also demonstrate awareness of onset-rime. (SESAT 2 and Primary 1 only)
Reading Vocabulary — Students must demonstrate knowledge of vocabulary by identifying synonyms, identifying multiple meanings of words, and using context clues to determine the meaning of an unknown word. (Primary 2 through TASK 3)
Reading Comprehension — Students must read passages of text and either (depending upon level) match the text with pictures, complete sentences with missing words (Cloze task), or answer implicit and explicit comprehension questions. Beyond the Primary 2 Level, passages cover a variety of genres (literary, informational, and functional). (Primary 1 through TASK 3)
Listening Vocabulary — The teacher reads each sentence aloud, and then students must determine the meaning of a vocabulary word used in that sentence. (SESAT 1 through Advanced 2)
Speaking Vocabulary — Student must identify and describe objects in a picture (SESAT 1 and 2), and must tell a coherent and elaborate story describing a picture (Primary 1, 2, and 3).
Oral Reading Fluency — Student must accurately identify letters and numbers short words (SESAT 1) without hesitation, or must read sentences and passages accurately, without hesitation and with proper expression (SESAT 2 through Primary 3). |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a norm-referenced assessment. Raw scores can be converted into scaled scores, percentile rank scores, stanine scores, grade-equivalent scores, and normal curve equivalent scores. Reliability was assessed using internal-consistency measures, alternate-form measures, and with repeated-measurement. Validity was determined using other standardized assessments (SAT-9, Otis-Lennon, etc.). This assessment was standardized using a nation-wide representative sample of students in 2002. |
| Notes |
This assessment is comprised of subtests from the Reading and Listening section of the SAT-10, in addition to a teacher-administered Oral Fluency test. This test is available in two equivalent forms (Forms A and B) to allow for valid pre- and post-testing. A guide is provided to help teachers convert scores into criterion categories (Below, At, or Above Grade Level). |
| |
End of list. You may return to the Reading Assessment Database to search again.
|
