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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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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.

  • To view the clipboard, click on the large clipboard image to the right.
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This Assessment has already been added to your clipboard. Phonemic-Awareness Skills Screening (PASS)

Author: Linda Crumrine and Helen Lonegan
Date Published: 2000

To Purchase this assessment, you must contact the publisher.
ProEd Publishing Co.
8700 Shoal Creek Blvd.
Austin, TX 78757-6897

(800) 897-3202  

Cost contact company
Time to administer Approximately 15 minutes
Administration Individual
Grades 1, 2
Cognitive elements
Phoneme Awareness
Phonological Awareness
Subtests and
skills assessed
Rhyming — There are two parts to this subtest — recognizing and producing rhyme. In recognizing rhyme, the student identifies which two of three words rhyme. In producing rhyme, the student simply generates a word that rhymes with a specified word.

Sentence segmentation — After a sentence is read aloud, the student must indicate how many words are contained in the sentence.

Blending — Words are spoken aloud with pauses inserted between syllables, onset-rimes, or phonemes. The student must blend the word together.

Syllable segmentation — Multi-syllable words are spoken aloud for the student, and the student must indicate the number of syllables contained in the word by clapping.

Deletion — A word is spoken aloud to the student, and then the student must pronounce the word omitting a certain segment of the word. The segment to be omitted in each item is either a syllable, the initial phoneme or the final phoneme.

Phoneme isolation — There are three parts to this subtest — in each part, the student must identify a specified phoneme contained in a word. For the first part, the student must identify the initial phoneme; for the second part the student must identify the final phoneme, and for the third part, the student must identify the medial phoneme.

Phoneme segmentation — Words are spoken aloud to the student, and the student must repeat each word with a pause inserted between each phoneme.

Substitution — A word is spoken aloud for the student, and then the student is instructed to replace a specified phoneme with a new phoneme (e.g., replace the /k/ in KID with the phoneme /h/).
Language(s) tool can
be administered in
Score reporting
and test design data
This is a criterion referenced assessment in that a cutoff score is provided to indicate whether children in kindergarten and first grades are needing more support developing skills in each area. The cutoff scores were determined using a sample of 166 students.
Notes Guidelines and tips for instructional activities are provided for each of the areas assessed by the subtests to help teachers address instructional needs identified by each subtests within the assessment.

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