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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 Background Knowledge. There are 3 tests that match 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.
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 Brigance Diagnostic Inventory of Early Development II (IED-II)
Author: Albert Brigance and Frances Page Glascoe
Date Published: 2004
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| Cost |
$159.00 |
| Time to administer |
Varies depending on subtests given. |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2 |
Cognitive elements
supported |
Decoding
Cipher Knowledge
Letter Knowledge
Background Knowledge
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed |
This assessment collection contains too many subtests to adequately describe all of them. Specific reading-related assessments include:
Visual Discrimination — Student must determine whether sets of shapes, letters, and whole words are identical or different.
Lowercase Letter Knowledge — Student must correctly identify lowercase letters.
Word Recognition — Student must correctly identify regular and irregular words from lists.
Passage Reading — Student must read passages of text accurately.
Matches Initial Consonant with Pictures — Student must identify pictures of items whose names begin with the same letter.
Substitutes Initial Consonant Sounds — Teacher points to and says one of two words that rhyme, and the student must identify the second word (which differs only in the first letter — e.g. PAT-BAT).
Substitutes Short/Long Vowel Sounds — Teacher points to and says one of two words that are identical except for the medial vowel, and the student must identify the second word (which differs only in the medial vowel — e.g. DOT-DAT).
Writing — there are various subtests that require the student to write familiar words and letters accurately and legibly.
More — See notes |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Most of the subtests provide an expected criterion level, but normative data is also provided to compare students who take this test against a representative normative sample. Raw scores can be converted to percentile ranks and age-equivalent scores. Reliability and validity data was collected in 2003 on a sizeable, representative, nation-wide sample of students. Reliability and validity data is provided in the IED-II Standardization and Validation Manual. |
| Notes |
In addition to the assessments listed above, this assessment collection contains a variety of motor-skill assessments, school readiness assessments, and basic math assessments. It also contains multiple vocabulary and comprehension assessments, including picture vocabulary, color identification, shape identification, following directions, sentence memory, picture classification, and world knowledge. |
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Qualitative Reading Inventory —4th Edition (QRI-4)
Author: Lauren Leslie and JoAnne Caldwell
Date Published: 2006
| To Purchase this assessment, you must contact the publisher. |
Pearson -- Allyn and Bacon
1 Jacob Way
Reading, WA 01867-3999
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http://www.ablongman.com 617-848-6000
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|
| Cost |
$79.95 for book |
| Time to administer |
Varies depending on assessments given. This test can be administered over several days. |
| Administration |
Individual |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Decoding
Background Knowledge
|
Subtests and
skills assessed |
List Reading Accuracy — Students identify words from graded word lists. Teacher notes the number of words identified automatically as well as the number of words identified (but not automatically).
Oral Reading Accuracy and fluency — Students read aloud passages of grade-appropriate text while the teacher monitors oral reading accuracy and fluency.
Reading Comprehension — Reading comprehension is measured in a variety of ways in the QRI. During reading, teachers may ask students to "think aloud" while reading the text (describing their thinking as they read the text). After reading each passage of text, comprehension is measured through retelling, explicit comprehension questions, implicit comprehension questions, and "look backs" (reviewing the text again to find information).
Relevant Background Knowledge — Prior to each passage of text, the student is asked a few "concept questions" to determine what level of understanding of relevant concepts they have prior to reading the passage. Students who already have a great deal of background knowledge in an area are expected to have higher levels of comprehension of text in that area. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores can be converted into reading level scores. Inter-rater reliability measures were found to be in the .98 range; alternate form reliability measures were in the .90 range. Criterion-related validity was assessed using the Woodcock Reading Mastery Test (revised). |
| Notes |
This is an informal reading inventory designed to assess reading ability at emergent through middle school levels. Comprehension in this assessment is measured through story retelling and comprehension questions (which are separated into explicit and implicit facts about the story). Before comprehension tests are given, a prior knowledge test is given to assess the childÕs prior knowledge in the subject area. A CD-ROM is included with this book to provide demonstrations for administration and scoring. |
| |
STAR Early Literacy Computer-Adaptive Diagnostic Assessment
Author: Renaissance Learning
Date Published: 2005
| To Purchase this assessment, you must contact the publisher. |
Renaissance Learning, Inc
|
http://www.renlearn.com (800) 656-6740
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|
| Cost |
contact company |
| Time to administer |
Less than 10 minutes |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2, 3 |
Cognitive elements
supported |
Reading Comprehension
Decoding
Cipher Knowledge
Knowledge of Alphabetic Principle
Letter Knowledge
Concepts About Print
Background Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
General Readiness (GR) — Student must demonstrate understanding of written word length, position words, words vs. letters, basic numeracy, word matching, word boundaries, shapes and sequences.
Graphophonemic Knowledge (GK) — Student must demonstrate understanding of letter names and sounds, alphabetic letter sequence, and alphabetical order.
Phonemic Awareness (PA) — Student must demonstrate understanding of rhyming words, ability to blend word parts, and phonemes, sound discrimination, oral word length, and ability to identify missing sounds.
Phonics (PH) — Student must demonstrate understanding of long vowels, short vowels, beginning and ending consonants, consonant and vowel replacement, word families (onset and rime), consonant blends, clusters and digraphs.
Comprehension (CO) — Student must demonstrate ability to read and derive meaning from words, sentences, and paragraphs.
Structural Analysis (SA) — Student must demonstrate ability to find words within other words, build words and compound words.
Vocabulary (VO) — Student must demonstrate knowledge of high frequency words, synonyms, and antonyms. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores are converted into scaled scores, domain and skill score, and a literacy classification. |
| Notes |
Self-administered by computer (even for children who are not yet readers) by means of digitized audio directions for the test itself and for every test item. The assessment is designed for repeated administration throughout the school year. All record-keeping and report preparation functions are completely automated. The assessment has attained recognition as a scientifically research-based progress monitoring instrument by the federally-funded National Center for Student Progress Monitoring (NCSPM). |
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