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.
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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.
Lindamood Auditory Conceptualization Test - 3rd Edition (LAC-3)
Author: Patricia C. Lindamood and Phyllis Lindamood
Date Published: 1979
|To Purchase this assessment, you must contact the publisher.|
|ProEd Publishing Co.
8700 Shoal Creek Blvd.
Austin, TX 78757-6897
||$206.00 for complete kit|
|Time to administer
||20 - 30 minutes|
||K, 1, 2, 3, and higher|
|Isolated Phoneme Patterns — A set of colored blocks is used in this task. The student is told that each colored block represents a speech sound (phoneme), and the student must represent speech sounds by moving the appropriate block forward. So, if the teachers says "Show me /f/ /a/," the student would push forward the blocks representing those phonemes. |
Tracking Phonemes — Students use the blocks from the Isolated Phoneme Patterns task to construct and modify nonsense words. For example, the teacher might arrange the appropriate blocks and say, "If this says "sasp," move the blocks around to show me "slasp."
Counting Syllables — Colored felt pads are placed in front of the student, and the student is told that each pad represents a syllable. The student is told to point to a pad with each syllable in a nonsense word. So, for example, if the teacher says "bifter," the student should point to two different felt pads to indicate that there are two syllables in the nonsense word "bifter."
Tracking Syllables — This task is the same as the Tracking Phonemes task, except with syllables. Each colored felt pad is assigned a syllable, and the student must move and manipulate the pads to change one nonsense word into another nonsense word. So for example, the teacher may arrange the pads and say, "If this says "pretive," then show me "intive."
Tracking Syllables and Phonemes — This is a culmination of the other tasks. The student must appropriately arrange the phoneme blocks on top of the felt pads to represent changes in phonemes and syllables.
|Language(s) tool can
be administered in
|English and Spanish|
and test design data
|Raw scores can be converted into standard scores, percentile ranks, and age- or grade-equivalent scores. Reliability was demonstrated using both content and time sampling. Validity was assessed using existing assessments (CTOPP, DAB-3, and TOPAS)|
||This test uses colored blocks to allow the student to visually present and manipulate representations of phonemes, and felt pads to manipulate the representations of syllables. All words in this assessment are nonsense words.|
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