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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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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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Standardized Assessment of Phonological Awareness

Author: Jarrell C. Cassady, Lawrence L. Smith, Diane Bottomley, and Scott Popplewell
Date Published: 2006

Rhyme Application — Student must generate a word that rhymes with a target word.

Oddity Tasks: Beginning Sounds — Student must identify which word in a set of spoken words does not begin with the same sound (phoneme) as the other words in the set.

Oddity Tasks: Ending Sounds — Student must identify which word in a set of spoken words does not end with the same sound (phoneme) as the other words in the set.

Oddity Tasks: Middle Sounds — Student must identify which word in a set of spoken words does not contain the same middle sound (phoneme) as the other words in the set.

Blending Body-Codas — Teacher reads words aloud with a clear pause inserted between the body and coda, and the student must correctly identify each word.

Blending Onset-Rimes — Teacher reads words aloud with a clear pause inserted between the onset and rime, and the student must correctly identify each word.

Blending Phonemes — Teacher reads words aloud with a clear pause inserted between each phoneme of the word, and the student must correctly identify each word.

Segmenting Onset-Rimes — The student must say a word aloud with a clear pause inserted between the onset and the rime.

Segmenting Phonemes — The student must say a word aloud with a clear pause inserted between each phoneme in the word.

Phoneme Deletion — The student must repeat a word without saying a certain phoneme in the word (e.g. say "book" without the /b/).

Phoneme Substitution: Beginning Sounds — Student must replace the first phoneme in a word with a different phoneme (e.g. change the /m/ in "man" to a /p/).

Phoneme Substitution: Ending Sounds — Student must replace the last phoneme in a word with a different phoneme (e.g. change the /n/ in "man" to a /t/).

Phoneme Substitution: Middle Sounds — Student must replace the middle phoneme in a word with a different phoneme (e.g. change the /a/ in "man" to a /oo/).