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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.

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This Assessment has already been added to your clipboard. Pre-Literacy Skills Screening (PLSS)

Author: Linda Crumrine and Helen Lonegan
Date Published: 1999

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

(800) 897-3202  

Cost $53.00 for classroom kit.
Time to administer Approximately 15 minutes
Administration Individual
Grades K, 1
Cognitive elements
Letter Knowledge
Phonological Awareness
Subtests and
skills assessed
Rhyming — There are two parts to this subtest — recognizing and producing rhyme. In recognizing rhyme, the student is shown three pictures of objects and must decide which two object names rhyme. In producing rhyme, the student must generate a word that rhymes with a target word.

Sentence Repetition — A sentence is read aloud to the student, and the student must repeat the sentence verbatim.

Word Naming (accuracy and time) — There are two versions of this subtest. In the first, the student must identify the colors and shapes of figures as quickly as possible. In the second, the student must identify the size and name of pictured objects as quickly as possible.

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

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

Letter Naming — The student must identify 8 printed letters of the alphabet (always upper-case).

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 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 or the initial phoneme.

Multisyllabic Word Repetition — Multisyllabic words are read aloud to the child, and the student must repeat each word 5 times.
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 142 students.
Notes The Word Naming task is an example of a Rapid Automatic Naming (RAN) assessment.

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