|
|
 |
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 Phonology. There are 5 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.
|
 Bader Reading and Language Inventory - 6th Edition
Author: Lois A. Bader
Date Published: 2009
|
| Cost |
$54.80 for graded reading passages and reproducible assessments |
| Time to administer |
Varies depending on subtests given |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Concepts About Print
Phonology
Syntax
Phonological Awareness
|
Subtests and
skills assessed |
Student Priorities and Interests — inventories and checklists are provided to help teachers determine reading habits and interests.
English Language Screen — a set of questions requiring simple responses to determine the student's comprehension of English.
Graded word lists — the student identifies lists of words increasing in difficulty from grades Pre-K to high school. Words are a mix of regular and irregular words that should be within the oral vocabulary of students at each grade.
Graded reading passages — at every level (K-12), there are three comparable passages of text. One is to be read aloud by the student, the second is to be read silently by the student, and the third is to be read aloud by the teacher to the student. As the student reads aloud, the teacher monitors oral reading for accuracy (making note of different types of "miscues"). After each passage, the teacher asks the student to retell the story, and also asks a set of simple, explicit comprehension questions plus one inferential (interpretive) comprehension question.
Rhyme Recognition — word pairs are presented orally to the student, and the student must decide if the word pairs rhyme.
Initial Phoneme Recognition — words are presented to the student, and the student must repeat the first phoneme in the word.
Phonemic Manipulation — two sections: in the blending section, the teacher says words aloud with a clear pause between each phoneme, and the student must identify the word. In the segmentation section, the teacher says a word, and the student must repeat the word inserting a clear pause between each phoneme.
Letter Knowledge — the student must demonstrate knowledge of upper-case and lower-case letters in three different ways: by pointing to the correct letter from a set of all letters when the teacher provides the name, by providing the name when the teacher points to each letter, and by writing the correct letters when the teacher reads them aloud.
Hearing Letter Names in Words — twelve words with initial phonemes that sound like letter names (e.g. X-ray and deep) are read aloud to the student, and the student must identify the letter name at the beginning of the word.
Initial Consonant Phonics — a variety of words are presented with the same ending letters (OP) but with different first letters (e.g. ZOP, MOP, FOP). The student must correctly pronounce each word.
Initial Consonant Blend Phonics — same as previous subtest, but initial consonant blends are varied (e.g. STOP, FROP, PLOP)
Initial Consonant Digraphs — same as previous subtest, but initial consonant digraphs are varied (e.g. THOP, WHOP, PHOP)
Medial Vowel Phonics — same as previous, but the medial vowel is varied while the rest of the word remains the same (e.g. FAP, FEP, FOP)
Vowel Digraph Phonics — vowel digraphs vary and the rest of the word varies, too (e.g. SOOK, TEW, AUT)
Reversals — reversible words are given (e.g. PAL, TEN, WAS), and the student is asked to read them aloud correctly and quickly.
Structural Analysis — students read lists of nonsense words with real affixes aloud. Students also read compound words aloud.
Spelling — various lists emphasizing different spelling conventions are given to the students to spell
Visual Discrimination — students must match identical letters, words, and phrases
Auditory Discrimination — students must determine if two words read aloud to them are identical or different (e.g. BUS-BUS versus ROPE-RAP)
Literacy Concepts — student demonstrates basic knowledge of print concepts
Syntax (Word) Matching — the teacher reads a sentence repeatedly to a student, and then points to one word in the sentence. The student must determine what word the teacher is pointing to.
Semantics Cloze Tasks — a passage with words missing is read aloud to the student. For each missing word in the passage, the student must provide a semantically and syntactically reasonable word.
Grammatical Closure — students must complete sentences with grammatically correct words (e.g. I saw one man. Then I saw three _____.) |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a criterion referenced test; no normative data is presented. |
| Notes |
This is a collection of assessment tools, and the skills measured depend on the assessment given. Checklists for writing and oral language competence are also provided, as are summary sheets for organizing assessment information. |
| |
Basic Reading Inventory — 10th Edition
Author: Jerry L. Johns
Date Published: 2008
|
| Cost |
$64.95 for book and CD-ROM (which includes reproducible record booklets) |
| Time to administer |
Varies depending upon subtests given |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2, 3, and higher |
Cognitive elements
supported |
Decoding
Phoneme Awareness
Letter Knowledge
Concepts About Print
Phonology
|
Subtests and
skills assessed |
This book contains a collection of early literacy assessments for young students as well as reading comprehension and competence assessments for older students.
Early literacy assessments:
Letter Knowledge — student identifies each of 26 upper-case and lower-case letters.
Writing — Student demonstrates knowledge of print concepts by writing letters, words, and sentences (not from dictation).
Literacy Knowledge — Student demonstrates knowledge of print concepts by answering questions about print (point to letter, tell purpose of punctuation, etc.)
Wordless Picture Reading — Student makes up a story based on pictures given in a sequence.
Caption Reading — Student reads captions under pictures aloud. Oral reading accuracy is assessed.
Auditory discrimination — A test of the student's phonology; pairs of identical or similar words are read aloud to the student, and the student determines if the word pairs are the same or different.
Phoneme Awareness (Spelling) — Not really a test of phoneme awareness (see notes). Words are read aloud to the student, and the student must spell the word.
Phoneme Segmentation — This is a test of phoneme awareness (see notes). Words are read aloud to the student, and the student must repeat the word inserting a pause between each phoneme.
Word Knowledge — Students identify each word in a list and are rated on their accuracy.
Passage Reading — at the pre-primer level, very short passages of text are read aloud while the teacher monitors reading accuracy.
Reading Inventory
Graded Word Lists — Modified Dolch lists designed to help teachers quickly estimate the reading level of students. The lists are meant to be followed by passages of connected text.
Oral Reading Accuracy — Student reads passages aloud; teachers record the different types of errors or "miscues" the student makes.
Oral Reading Fluency — a note is made that teachers can use the graded reading passages to assess oral reading fluency for rate and expression. Norms for reading rates are provided.
Oral Reading Comprehension — Passages are a mix of expository and narrative form. Explicit comprehension questions about details from the text are provided after each passage, but teachers are encouraged to supplement the questions with retelling and discussion.
Listening Comprehension — A note is made that passages can be used to determine a student's "listening comprehension level." |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a criterion-referenced collection of assessments. No normative or validation information is provided. |
| Notes |
This collection of assessments is primarily designed to help teachers identify each student's independent, instructional, and frustration reading levels. Guides are provided to help teachers determine each child's different reading levels. Some of the reading passages are equivalent in difficulty, so teachers can use this assessment as a pre- and post-test of reading competence. The Phoneme Awareness (Spelling) assessment is really a test of letter-sound knowledge — the Phoneme Segmentation test is actually a test of phoneme awareness. |
| |
Brigance Diagnostic Comprehensive Inventory of Basic Skills - Revised (CIBS-R)
Author: Albert H. Brigance
Date Published: 1999
|
| Cost |
|
| Time to administer |
Dependent on student and assessments administered |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Letter Knowledge
Phonology
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed |
This is a collection of assessment tools, and the skills measured depend on the assessment given. Each assessment contains multiple subtests.
Readiness — too many subtests to list (27 subtests). Examples include recognizing colors, self-help skills, drawing a person, visual motor skills, visual discrimination, letter and alphabet knowledge, letter and number writing, counting and gross motor skills.
Listening comprehension — five subtests: Auditory discrimination (phonology), sentence memory, following oral directions (language comprehension), listening vocabulary grade-placement test, listening comprehension grade-placement test.
Word recognition grade-placement test — a test of decoding skill; words from a graded word list are read aloud
Oral reading — graded passages; oral reading accuracy is scored. A test of decoding skill.
Reading and listening comprehension — two subtests: Reading vocabulary comprehension grade placement test (child must pick one word from a group that does not belong) and graded comprehension passages (comprehension is assessed through multiple-choice questions)
Word analysis — the word analysis survey is one subtest: auditory discrimination, reading rhymes, and reading words in word families. The word analysis section also contains other non-validated assessments which are similar to the sub-parts of the word analysis survey (but which are too numerous to list here).
Functional word recognition — basic sight vocabulary, direction words, number words, warning and safety signs, information signs, warning labels and food labels
Spelling — spelling grade placement (graded word lists), initial consonants, initial blends and digraphs, suffixes, prefixes, and number words |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Scores are presented as raw scores, percentiles, grade-equivalent scores, and age-equivalent scores. Criterion-referenced categories are also provided to give a categorical description of the student's performance. This assessment battery was standardized on a representative nationwide sample of 1,121 children. Test-retest reliability in the lower grades was in the .85 range, and the inter-rater reliability, alternative forms reliability, and internal consistency measures were all also uniformly high. Validity was assessed using the Iowa Test of Basic Skills, the Stanford Achievement Test, and the California Achievement Test. |
| Notes |
This inventory has options for group testing on certain subtests. Two forms of the test are available for pre- and post-test applications. In the word analysis section, special attention is given to the position of the sounds/letters in the words (e.g. initial consonant or final consonant). Also, special consideration is given to blends and digraphs. The revised version of this assessment battery was published in August of 1998. This assessment battery also includes assessments in speech, writing, basic math, graphs and maps, and reference skills. |
| |
Ready to Learn: A Dyslexia Screener
Author: Angela K. Fawcett, Rod I. Nicolson, and Ray Lee
Date Published: 2004
|
| Cost |
$269.00 for manual and 25 record forms |
| Time to administer |
30 to 45 minutes, depending on student's age |
| Administration |
Individual |
| Grades |
Pre-K, K, 1 |
Cognitive elements
supported |
Letter Knowledge
Phonology
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
Rapid Naming — Student must quickly identify pictures of familiar objects.
Phonological Discrimination — Teacher says pairs of words aloud, and the student must decide if the word pairs are identical (HAT-HAT) or different (HAT-HACK).
Rhyming — Teacher says pairs of words aloud, and the student must decide if the words rhyme or not.
Sound Order — Student listens to recordings of two sounds, played in rapid succession, and must determine which sound came first.
Vocabulary — Student must point to a picture that best represents a dictated word.
Repetition — Student must correctly repeat (parrot) simple sentences.
Letter Naming — Student must correctly identify letters on a page.
First Letter Sound — Student must isolate the first sound (phoneme) in words. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is both a criterion-referenced and norm-referenced collection of assessments. Raw scores are compared against a criterion for success, and are described categorically — "red" being of greatest concern for dyslexia, "green" being of least concern. Growth norms are also provided to monitor the growth of students over time (relative to a normed sample). Internal consistency and test-retest reliability measures were within expected ranges for young students. The validity of the assessment was determined using other existing early reading assessments (e.g. ESI-R, BSRA, WPPSI-III). |
| Notes |
There are 16 subtest in this assessment battery. In addition to those listed above, there are other tests of number knowledge, visual memory, fine motor control, and postural stability. |
| |
Teaching Beginning Readers: Linking Assessment and Instruction
Author: Jerry L. Johns, Susan Davis Lenski, Laurie Elish-Piper
Date Published: 2002
| To Purchase this assessment, you must contact the publisher. |
Kendall/Hunt Publishing Company
|
http://www.kendallhunt.com 800-247-3458
|
|
| Cost |
$75.22 |
| Time to administer |
Varies depending on assessments given |
| Administration |
Individual |
| Grades |
K, 1, 2 |
Cognitive elements
supported |
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Phonology
Phonological Awareness
|
Subtests and
skills assessed |
Rhyme Detection — Pairs of words are read aloud to the student, and the student decides if the word pair rhyme.
Phoneme Segmentation — This is a test of phoneme awareness. Words are read aloud to the student, and the student must repeat the word inserting a pause between each phoneme.
Phoneme Deletion and Substitution — Words are read aloud to the student along with instruction about how to manipulate the phonemes in each word.
Auditory Discrimination — This is a test of phonology. Pairs of words are read aloud to the student, and with each pair, the student decides if the pair are identical or different.
Phonics — Words are read aloud to the student, and the student must decide which of 4 pictures represents an item whose name contains either the same first or last phoneme as the word read aloud.
Decoding — The student reads a list of proper names aloud while the teacher monitors accuracy.
Basic Sight Vocabulary — Common words are presented in a list, and the student must identify them correctly.
Caption Reading — Student reads captions under pictures aloud. Oral reading accuracy is assessed.
Passage Reading — Grade 1 and 2 passages are provided for the student to read aloud while the teacher monitors oral reading accuracy and fluency.
Writing — Instructions for a writing prompt are provided along with graded rubrics for evaluating student writing skills. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a criterion-referenced assessment — no normative data is provided. |
| Notes |
This book provides a wealth of high-quality activities that teachers can use to improve early reading skills. |
| |
End of list. You may return to the Reading Assessment Database to search again.
|
