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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 Semantics. There are 29 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.
|
 Abecedarian Reading Assessment
Author: Sebastian Wren and Jennifer Watts
Date Published: 2002
|
| Cost |
Free download |
| Time to administer |
Varies depending on subtests given |
| Administration |
Individual |
| Grades |
K, 1 |
Cognitive elements
supported |
Decoding
Cipher Knowledge
Lexical Knowledge
Phoneme Awareness
Knowledge of Alphabetic Principle
Letter Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
Letter Knowledge — Students must quickly and correctly identify upper-case and lower-case letters (mixed) of the alphabet. Students must also not incorrectly identify "foils" as letters (e.g. numbers, punctuation marks, etc.).
Rhyming Perception — Student must determine if two words rhyme.
Identity Perception — Student must determine if a word contains a certain phoneme (e.g. do you hear /s/ in "card"?).
Rhyming Production — Student must produce at least two rhyming words for each target word.
Identity Production — Student must produce a word that contains a specified phoneme (e.g. give me a word that contains a /t/)
First Sounds — Student must identify the first sound (phoneme) in each word.
Last Sounds — Student must identify the last sound (phoneme) in each word.
Phoneme Segmentation — Student must say a word aloud with a clear pause inserted between each phoneme in the word.
Alphabetic Principle — Student must determine which of two written words is being spoken by the teacher (can be determined by length of the word).
Vocabulary Production — Student must generate a reasonable definition for each word in a list.
Vocabulary Antonyms — Student must determine which word has the opposite meaning of a target word.
Vocabulary Synonyms — Student must determine which word has a similar meaning as a target word.
Decoding Fluency — Student must quickly and accurately identify a mix of regular and irregular words.
Decoding Irregular Words — Student must accurately identify a set of irregular words.
Decoding Regular Words — Student must accurately identify a set of regular words. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a criterion-referenced assessment. No normative data is reported. |
| Notes |
This assessment is available for free download (in PDF format) from http://www.balancedreading.com/assessment/. The authors recommend using certain subtests as a screen for all students, and using the rest of the subtests to more carefully examine students who did not do well on the screen. This assessment is appropriate for kindergarten and beginning-of-year 1st grade. |
| |
Aprenda: La Preuba de Logros en Espanol - 3rd Edition
Author: Pearson Education, Inc.
Date Published: 2005
|
| Cost |
$265.25 for the basic package |
| Time to administer |
Untimed with flexible guidelines |
| Administration |
Individual |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed |
Sonidos y Letras — Students must match words based on initial and final phoneme, letter identification, letter sound correspondence, and identifying letters within words.
Lectura de Palabras — Students must match words with pictures and must also correctly identify written words.
Lectura de Oraciones — Students must read sentences and match them with the most appropriate picture.
Vocabulario — Students must match words based on meaning (synonyms), and they must define words in context.
Comprension de Lectura — Students must demonstrate reading comprehension through a variety of tasks (two-sentence stories, modified cloze tests, and comprehension questions).
Comprension Auditiva — Students must demonstrate oral language comprehension through tasks that include vocabulary knowledge, sentence comprehension, and story comprehension.
Ortografia — Students must demonstrate correct spelling knowledge by marking the misspelled words in sentences. |
Language(s) tool can
be administered in |
Spanish |
Score reporting
and test design data |
Raw scores can be converted to scaled scores, national and local percentile ranks, stanines, grade equivalent scores, normal curve equivalent scores, Achievement/ability comparisons, group percentile ranks and stanines, content cluster and process cluster performance categories, p-Values, and performance standards. The Aprenda 3 offers newly developed , standards-based content that yields 2004 norm-referenced information and , as desired, customized, criterion-referenced information. This test was developed and normed in Spanish. This is a general battery of assessment tools; reading is only one part of this battery of tests. Other abilities measured are mathematics and language arts. |
| Notes |
There is a battery of 12 test levels that assesses students from kindergarten to grade 12. The two levels of Preprimario (Preprimer) assess the achievement of children in kindergarten and the first half of grade 1. The eight levels of Primario (Primary) and Intermedio (Intermediate) measure the important instructional standards of curricula from the second half of grade 1 to the end of grade 9. The two levels of Avanzado (Advanced) are intended for grades 9-12. In addition to the subtests listed above, this battery also contains an English as a Second Language assessment section (Lenguaje) and an open-ended response section. |
| |
Assessment of Literacy and Language (ALL)
Author: Linda J. Lombardino, R. Jane Lieberman, and Jaumeiko J. C. Brown
Date Published: 2005
|
| Cost |
$249.00 for complete kit |
| Time to administer |
Varies depending upon subtests given |
| Administration |
Individual or Group |
| Grades |
Pre-K, K, and 1 |
Cognitive elements
supported |
Language Comprehension
Cipher Knowledge
Letter Knowledge
Concepts About Print
Semantics (Vocabulary and Morphology)
Syntax
Phonological Awareness
|
Subtests and
skills assessed |
Basic Concepts — Student must point to a picture that is most similar to a verbal description (e.g. "Point to the big tree"). Receptive Vocabulary — Student must point to a picture that best represents a dictated word. Words increase in difficulty. Parallel Sentence Production — The teacher describes a picture using certain grammar, then the student describes a similar picture using the same grammatical structure the teacher did. This is a test of syntax and morphemic knowledge. Word Relationships — Student must describe why pairs of words are related (e.g. SUN and HOT). Rhyme Knowledge — Student must determine whether two words rhyme, decide which word out of a set of words does not rhyme, produce a rhyming word when given a prompt, and complete a sentence with an appropriate rhyming word. Sound Categorization — Student must decide which word out of a set of words does not begin with the same sound (phoneme) as the other words. Elision — Student must omit part of a compound word (e.g. teacher says "cowboy," and student replies with "cow." Letter Knowledge — Student must correctly identify letters (by name, by pointing to them, and by writing them). Phonics Knowledge — Student must identify the sounds (phonemes) that typically correspond to letters and letter clusters. Student must also correctly pronounce simple nonsense-words. Invented Spelling — Student must write dictated words using appropriate spelling-sound conventions. Book Handling — Student demonstrates just the most basic knowledge of concepts about print (e.g. parts of a book, direction of reading) Concept of Word — Student demonstrates more advanced concepts about word boundaries and identifies (without decoding) specific words. Matching Symbols — Student must match identical pairs of letters or numbers as well as clusters of letters. Sight Word Recognition — Student must correctly identify words in a graded list. Rapid Automatic Naming — Student must quickly identify pictures of familiar objects. Word Retrieval — Student is given a category, and must think of as many words as possible that fit that category in one minute (e.g. "Name all of the food items you can think of."). Listening Comprehension — Student must retell important details from a story, and also answer comprehension questions about the story. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This collection of assessments is a mix of norm-referenced and criterion-referenced subtests. Where appropriate, raw scores can be converted into percentile ranks. Data from certain subtest can be combined to provide overall index scores. This assessment was standardized using a nationwide, representative sample of PreK - 1 students. Reliability coefficients were within expected ranges for students of this age range. Validity was determined using subtest intercorrelations, as well as correlations with other existing assessments (e.g. CELF Preschool-2, PIPA, ERDA-2, etc.). |
| Notes |
The different subtests in the ALL are broken down into different levels of investigation. There are indicator assessments (used as a screen for all children), diagnostic assessments (for students who did not perform well on the indicator assessment), and criterion-referenced assessments (for further investigation into the cause of the difficulties). |
| |
Boehm Test of Basic Concepts - 3rd Edition (Boehm-3)
Author: Ann E. Boehm
Date Published: 2000
|
| Cost |
$157.00 (Test kit for 30 students) |
| Time to administer |
30 - 40 minutes |
| Administration |
Group |
| Grades |
K, 1, and 2 |
Cognitive elements
supported |
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed |
Basic Concept Knowledge — Student must demonstrate knowledge and familiarity with 50 concepts that are important to be successful in school, such as words used to describe qualities of people or objects, spatial relationships, time, and quantity. |
Language(s) tool can
be administered in |
English and Spanish |
Score reporting
and test design data |
Raw score can be converted into performance ranges, and a percentile scores. More than 18,000 students in the U.S. participated in the fall and spring standardization and the related reliability and validity studies for the English and Spanish versions. |
| Notes |
There are two parallel forms of Boehm-3: Form E and Form F. Each form addresses the same 50 concepts, in the same order, using different contexts. Students are tested in the Fall and Spring on the same concepts. By assessing basic concepts - the assessment can also assess a students vocabulary. |
| |
Boehm Test of Basic Concepts - 3rd Edition - Preschool (Boehm-3)
Author: Ann E. Boehm
Date Published: 2001
|
| Cost |
$179.00 (Examniner's manual, Stimulus Manual, 25 Record Forms) |
| Time to administer |
20-30 minutes |
| Administration |
Individual |
| Grades |
Pre-K and K |
Cognitive elements
supported |
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed |
Concept Knowledge — Assesses understanding of the basic relational concepts important for language and cognitive development needed to succeed in preschool. Basic relational concepts are words used to describe qualities of people or objects, spatial relationships, time, and quantity. |
Language(s) tool can
be administered in |
English and Spanish |
Score reporting
and test design data |
Raw score can be converted into performance ranges, and a percentile scores. More than 1,600 children in the U.S. participated in the standardization and the related reliability and validity studies for the English and Spanish versions. |
| Notes |
This test was introduced in 1986 as a downward extension of the Boehm Test of Basic Concepts. By assessing basic relational concepts - the assessment can also assess a students vocabulary. |
| |
Bracken Basic Concept Scale - Third Edition: Receptive
Author: Bruce A. Bracken
Date Published: 1998
|
| Cost |
$42 for a package of 15 Record Forms |
| Time to administer |
30 minutes |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2 |
Cognitive elements
supported |
Letter Knowledge
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed |
Colors — Student must identify common colors by name.
Letters — Students must identify upper-case and lower-case letters.
Numbers/Counting — Student must identify single- and double-digit numerals, and must count objects.
Sizes — Student must demonstrate knowledge of words used to depict size (e.g. TALL, WIDE, etc.)
Comparisons — Student must match or differentiate objects based on a specific characteristic.
Shapes — Student must identify basic shapes by name.
Direction / Position — Students must demonstrate knowledge of words used to depict direction (e.g. UNDER, CENTER, LEFT)
Self / Social Awareness — Students must demonstrate familiarity with social concepts as well as relationship terms (e.g. ANGRY, TIRED, FATHER, YOUNG).
Texture / Material — Students must demonstrate knowledge of words used to depict texture or materials (e.g. SOLID, ROUGH, METAL, GLASS).
Quantity — Students must demonstrate knowledge of words used to describe quantity (e.g. FULL, TRIPLE, A LOT).
Time / Sequence — Students must demonstrate knowledge of concepts related to time or sequence (e.g. after, summer, first). |
Language(s) tool can
be administered in |
English and Spanish |
Score reporting
and test design data |
Raw scores can be converted to percentile rank scores and standard scores. Guides are provided to convert standard scores into criterion categories (e.g. "advanced" or "delayed"). Reliability measures were within expected ranges given the age of the students. Validity was assessed using other published assessments (e.g. WPPSI-R, DAS). The BBCS Spanish Edition was developed, normed, and validated independently. |
| Notes |
This assessment can be used with children as young as 2.6 years of age. |
| |
Bracken School Readiness Assessment (BSRA)
Author: Bruce A. Bracken
Date Published: 2007
|
| Cost |
$155 for Examiner's Manual, Stimulus Manual, 25 English Record Forms and a pad of 25 English Parent/Teacher Forms |
| Time to administer |
Varies depending on age of student |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2 |
Cognitive elements
supported |
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed |
Colors — Student must identify common colors by name.
Letters — Students must identify upper-case and lower-case letters.
Numbers/Counting — Student must identify single- and double-digit numerals, and must count objects.
Sizes — Student must demonstrate knowledge of words used to depict size (e.g. TALL, WIDE, etc.)
Comparisons — Student must match or differentiate objects based on a specific characteristic.
Shapes — Student must identify basic shapes by name. |
Language(s) tool can
be administered in |
English and Spanish |
Score reporting
and test design data |
Raw scores can be converted to percentile rank scores and standard scores. Guides are provided to convert standard scores into criterion categories (e.g. "advanced" or "delayed"). Reliability measures were within expected ranges given the age of the students. Validity was assessed using other published assessments (e.g. WPPSI-R, DAS). The BSRA Spanish Edition was developed, normed, and validated independently. |
| Notes |
This assessment can be used with children as young as 2.6 years of age. The Bracken School Readiness Assessment is comprised of the first 6 subtests from the revised Bracken Basic Concepts Scale (BBCS-R). |
| |
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. |
| |
Brigance Diagnostic Inventory of Early Development II (IED-II)
Author: Albert Brigance and Frances Page Glascoe
Date Published: 2004
|
| 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. |
| |
Brigance K & 1 Screen II
Author: Albert Brigance and Frances Page Glascoe
Date Published: 2005
|
| Cost |
$139 per pack of 120 data sheets; $38 for a pack of 30 sheets. |
| Time to administer |
Approximately 15 minutes |
| Administration |
Individual |
| Grades |
Pre-K |
Cognitive elements
supported |
Language Comprehension
Decoding
Cipher Knowledge
Letter Knowledge
Semantics (Vocabulary and Morphology)
Syntax
|
Subtests and
skills assessed |
Identifies Body Parts — Student must name body parts when pointed to.
Gross Motor Skills — Student must demonstrate balance through several tasks.
Color Recognition — Student must point to correct colors as the teacher names them.
Visual Motor Skills — Student must copy shapes accurately.
Prints Personal Data — Student must write first and last name.
Rote Counting — Student counts as high as he or she can.
Numeral Comprehension — Student must match quantity of objects with numerals.
Number Readiness — Student matches groups of objects based on their number.
Reads Uppercase Letters — Student must correctly identify upper-case letters.
Reads Lowercase Letters — Student must correctly identify lower-case letters.
Recites Alphabet — Student must recite the alphabet correctly.
Visual Discrimination — Student must determine whether groups of letters and words are identical or different.
Phonemic Awareness and Decoding — Groups of words all starting with the same phoneme are read aloud to the student, and the student must correctly identify the letter those words all start with.
Listening Vocabulary Comprehension — Sets of words are read aloud to the student. In each set, all but one of the words are semantically related. The student must decide which word does not belong in the set.
Word Recognition — Student must correctly identify grade-appropriate lists of regular and irregular words.
Draws A Person — Student must draw a complete picture of a person, including a variety of body parts.
Computation — Student must solve simple math problems.
Numerals in Sequence — Student must write numerals from one to ten. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
The Brigance Screens were re-standardized and validated in 2005 with 1366 students from across the country. Normative tables are provided to convert raw scores into age-equivalent scores. Reliability and validity procedures and data are provided in the Technical Manual. |
| Notes |
This assessment is described as a criterion-referenced assessment, but normative data is provided which allows the teacher to compare a student's score against typical students at different ages.
Note: This screen manual is no longer available. Data sheets for this screen are still available. A new version "2010 K & 1 Screen" available from Curriculum Associates at: http://www.curriculumassociates.com/products/detail.asp?title=BrigEC-Screens |
| |
Brigance Preschool Screen II
Author: Albert Brigance and Frances Page Glascoe
Date Published: 2005
|
| Cost |
$115.00 for the technical report manual and a 30-pack of data sheets |
| Time to administer |
Approximately 15 minutes |
| Administration |
Individual |
| Grades |
Pre-K |
Cognitive elements
supported |
Language Comprehension
Semantics (Vocabulary and Morphology)
Syntax
|
Subtests and
skills assessed |
Color Recognition — Student must point to correct colors as the teacher names them.
Picture Vocabulary — Student must identify pictures of objects.
Visual Discrimination — Student must determine whether forms and uppercase letters are identical or different.
Visual Motor Skills — Student must copy shapes accurately.
Gross Motor Skills — Student must stand on one foot.
Rote Counting — Student counts as high as he or she can.
Identifies Body Parts — Student must name body parts when pointed to.
Follows Verbal Directions — Student must listen to instructions and follow them.
Number Concepts — Student must count and gives the teacher a specified number of objects.
Responds to Picture — Student describes a scene while the teacher makes note of vocabulary, syntax, and prediction.
Articulates Initial Sounds — Student is asked to name pictures of objects while teacher notes whether the student correctly pronounces the initial sound (phoneme) in each word. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
The Brigance Screens were re-standardized and validated in 2005 with 1366 students from across the country. Normative tables are provided to convert raw scores into age-equivalent scores. Reliability and validity procedures and data are provided in the Technical Manual. |
| Notes |
This assessment is described as a criterion-referenced assessment, but normative data is provided which allows the teacher to compare a student's score against typical students at different ages. |
| |
Developmental Reading Assessment, K-3 - 2nd Edition (DRA-2, K-3)
Author: Joetta M. Beaver
Date Published: 2006
| To Purchase this assessment, you must contact the publisher. |
Celebration Press -- Pearson Learning Group
|
http://www.pearsonlearning.com 1-800-321-3106
|
|
| Cost |
$310.95 for classroom kit |
| Time to administer |
Varies depending on level and passages read |
| Administration |
Individual |
| Grades |
K, 1, 2, 3 |
Cognitive elements
supported |
Reading Comprehension
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
Phonological Awareness — Through a variety of tasks, students must demonstrate awareness of rhyme, alliteration, and phoneme awareness.
Metalanguage — Students must demonstrate knowledge of the words used to talk about print language.
Letter/High-Frequency Words — Students must identify upper- and lower-case letters as well as graded lists of high-frequency "sight" words.
Phonics — Through a variety of tasks, students must correctly spell words, correctly identify words, and identify words that share certain characteristics with target words.
Structural Analysis and Syllabication — students must segment words into syllables, and must analyze word parts (prefix, suffix, etc.) to determine the meaning of a word.
Oral Reading Accuracy — As the student reads each passage of text aloud, the teacher makes notes of oral reading "miscues," categorizing each type of oral reading error.
Oral Reading Fluency — As the student reads each passage aloud, the teacher makes notes of oral reading rate and oral reading expression.
Oral Reading Comprehension — The teacher asks questions of the student and evaluates the quality of the student's response using a rubric. Questions reflect different types of comprehension skills (literal, interpretation, reflection, prediction, summarization, etc.) |
Language(s) tool can
be administered in |
English and Spanish |
Score reporting
and test design data |
This is a criterion-referenced assessment; no normative data is provided. Student scores are translated into reading level, and described in terms of Intervention, Instructional, Independent, and Advanced. Publishers report that research is being conducted to establish percentiles and stanines. |
| Notes |
A Spanish version of the DRA-2 is also available — the Evaluacion del Desarrollo de la Lectura (EDL). Also available for grades 4-8. Training DVDs are provided to help teachers learn how to administer the DRA-2. The Word Analysis tasks are intended to be given to students in kindergarten and beginning 1st grade, and to students who do not perform well on the passage reading tasks in grades 1-3. A Teacher Observation Guide is provided with this assessment to help teachers gather and organize information about student literacy behaviors. The publishers also provide an on-line data management system for the DRA-2. Instruction suggestions are provided to help teachers translate assessment data into instruction focused on student learning needs. |
| |
Diagnostic Assessments of Reading — 2nd Edition
Author: Florence Roswell, Jeanne Chall, Mary E. Curtis, and Gail Kearns
Date Published: 2005
| To Purchase this assessment, you must contact the publisher. |
Riverside Publishing Company (division of Houghton Mifflin)
425 Spring Lake Dr.
Itasca, IL 60143
|
http://www.riversidepublishing.com (800) 323-9540
|
|
| Cost |
$247.00 (manual, student book and 2 packages of 15 of the response record) |
| Time to administer |
20 to 30 minutes (no time constraint is prescribed) |
| Administration |
Individual |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Concepts About Print
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
Print Awareness — Student must demonstrate understanding of basic concepts about print (e.g. distinguishes letters from words). Rhyming — Student determines whether or not a pair of given words rhyme. Segmenting Words — Student must tap once for each syllable in a word. Identifying Initial Consonant Sounds — Student must repeat the first phoneme (sound) in a word. Identifying Final Consonant Sounds — Student must repeat the last phoneme (sound) in a word. Auditory Blending — Teacher reads words aloud with a clear pause between each phoneme, and the student must correctly identify the word. Naming Capital Letters — Student must correctly identify capital letters. Naming Lowercase Letters — Student must correctly identify lowercase letters. Matching Letters — Student must determine whether two letters are identical or different. Matching Words — Student must determine whether two words are identical or different. Writing Words — Student must correctly write simple, 3-letter (CVC) words from dictation. Word Recognition — The student must correctly identify regular and irregular words from increasingly difficult lists of words. Consonant Sounds — Student must correctly identify the sounds (phonemes) that correspond to different letters (consonants). Consonant Blends — Student must correctly identify the sounds (phonemes) that correspond to different consonant clusters (consonant blends). Short Vowel Sounds — Student must correctly identify a variety of different words that all contain the same short vowel sound. Rule of Silent E — Student must correctly read pairs of words that differ only in that one has a silent-e ending (e.g. HAT - HATE). Vowel Digraphs — Student must correctly identify words that contain a vowel digraph (e.g. MAY). Dipthongs — Student must correctly identify words that contain a dipthong (e.g. JOY). Vowels with R — Students must correctly identify words that contain R-controlled vowels. Two-Syllable Words — Students must correctly identify two-syllable words. Polysyllabic Words — Student must correctly identify polysyllabic words. Oral Reading — Student must read graded passages of text aloud with accuracy. (Optional: fluency can be assessed by recording the time it takes students to read each passage.) Silent Reading Comprehension — Student must read graded passages of text silently, and then must describe what the passage is about (Levels 1 -2) or answer explicit reading comprehension questions (Levels 3 and above). Spelling — Words of increasing difficulty are read aloud to the student, and the student must write the words with correct spelling. Word Meaning — Words from graded word lists are presented orally, and the student must provide an appropriate definition for each word. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
For each of the subtests above, a criterion for acceptable performance is provided. For sections of the test, raw scores can be converted to national percentile ranks following tables provided in the Technical Manual. This assessment was standardized nationally on 1,664 students in 1989, and validity measures were determined using the Gates-MacGinitie Reading Tests (GMRT) in 1990-1991. Reliability and validity measures for this assessment are within expected ranges — complete data is provided in the Technical Manual. |
| Notes |
This assessment has a complementary reading program — the assessment and instructional program combined is called the Diagnostic Assessment of Reading with Trial Teaching Strategies (DAR-TTS), so learning needs that are revealed by the DAR can be addressed by the appropriate portion of the TTS. |
| |
Early Reading Diagnostic Assessment - 2nd Edition (ERDA-2)
Author: The Psychological Corporation
Date Published: 2009
| To Purchase this assessment, you must contact the publisher. |
The Psychological Corporation - A Harcourt Assessment Co.
|
http://PsychCorp.com 800-211-8378
|
|
| Cost |
$318.00 for manuals and 25 record forms, etc per grade level |
| Time to administer |
60 to 110 minutes if all subtest are administered |
| Administration |
Individual |
| Grades |
K, 1, 2, 3 |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Letter Knowledge
Concepts About Print
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
Letter Recognition (Grades K, 1) — Student must identify letters of the alphabet by name.
Concepts of Print (Grades K, 1) — Student is given a sample of text, and the teacher fills out a checklist based on the students behavior.
Story Retell / Listening Comprehension (Grades K, 1, 2, 3) — A story is read aloud to the student, and the student must answer comprehension questions about the story. Rubrics are provided for evaluating the quality of the student's response to each question.
Rhyming (Grade K) — For some items, the student must decide if two words rhyme. For the rest of the items, the student must generate rhymes for words.
Phonemes (Grades K, 1, 2) — For some items, the student must determine which phoneme has been omitted from a word. For the rest of the items, the student must identify the sounds (phonemes) that correspond to the remaining letters.
Syllables (Grade K) — The student must omit a syllable from a word.
Receptive Vocabulary (Grades K, 1, 2, 3) — Student must select a picture that best corresponds to a given word.
Expressive Vocabulary (Grades K, 1, 2, 3) — Student must generate a word that best describes a picture or a verbal cue.
Word Reading (Grades 1, 2, 3) — Student must correctly identify words in a sight-word list.
Pseudoword Decoding (Grades 1, 2) — Student must correctly identify nonsense words from a list.
Rimes (Grades 1, 2, 3) — Student must pronounce monosyllabic or polysyllabic words omitting specified rimes (e.g. "tent" without the "ent" or "football" without the "oot").
Syllables (Grades 1, 2) — Student must pronounce polysyllabic words omitting specified syllables.
Reading Comprehension (Grades 1, 2, 3) — For some items (and depending on grade level), students must correctly read isolated words and sentences aloud. For other items, students must read passages of text aloud, and then answer open-response comprehension questions.
Passage Fluency (Grades 1, 2, 3) — Students must read passages of text aloud while the teacher monitors oral reading rate and accuracy.
RAN Letters (Grades 2, 3) — Student must quickly identify letters and letter combinations.
RAN Words (Grades 2, 3) — Student must quickly identify words in isolation.
RAN Digits (Grades 2, 3) — Students must quickly identify numbers.
RAN Words and Digits (Grades 2, 3) — Student must quickly identify numbers and words mixed together.
Word Opposites (Grade 2) — Student vocabulary knowledge is demonstrated through matching antonyms.
Word Synonyms (Grades 2, 3) — Student vocabulary knowledge is demonstrated through matching synonyms.
Word Definitions (Grades 2, 3) — Student must demonstrate knowledge of word meanings by generating definitions, synonyms, or other appropriate responses. Rubrics are provided to aid in evaluating student responses.
Multiple Meanings (Grade 3) — Student must provide at least two independent meanings for each word given. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores can be converted to percentile ranges. Scores are also represented categorically, describing student performance in terms of "emerging" "basic" or "proficient." Reliability measures are provided in the technical manual, and are within expected ranges for students this age. Validity was assessed using intercorrelations of the subtests. The ERDA-2 was also validated using a sample of learning disabled children and matched controls. |
| Notes |
Most of these subtests have been adapted from other norm-referenced assessments (such as the WIAT and the TOWK). Some subtests are optional depending on teacher choice and student performance on other subtests. A flowchart is provided at each grade level — if students do poorly on certain subtests, this assessment recommends other subtests that can be administered to examine the students' difficulties in more detail. |
| |
Expressive One-Word Picture Vocabulary Test (EOWPVT)
Author: Rick Brownell
Date Published: 2001
|
| Cost |
$155 for manual and test forms (25 count) |
| Time to administer |
20 minutes |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2, 3, and higher |
Cognitive elements
supported |
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed |
Vocabulary — Students must correctly identify or describe pictures of objects. |
Language(s) tool can
be administered in |
English and Spanish |
Score reporting
and test design data |
Norm-Referrenced Test - Raw scores can be converted into standard scores, age-equivalent scores, and percentiles. The Spanish-Bilingual version was normed on 1,050 bilingual individuals and testing was conducted at 150 sites in 50 cities in 17 states across the U.S. |
| Notes |
|
| |
Gray Diagnostic Reading Tests - 2nd Edition (GDRT-2)
Author: Brian Bryant, J. Lee Wiederholt and Diane Pedrotty Bryant
Date Published: 2004
| To Purchase this assessment, you must contact the publisher. |
ProEd Publishing Co.
8700 Shoal Creek Blvd.
Austin, TX 78757-6897
|
http://www.proedinc.com (800) 897-3202
|
|
| Cost |
$272.00 for complete kit. |
| Time to administer |
50 - 90 minutes |
| Administration |
Individual |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Decoding
Letter Knowledge
Concepts About Print
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
Letter/Word Recognition — Depending on the level, students either determine whether the item in a box is a letter or word, or they identify the letter by name, or they identify the word.
Phonetic Analysis — Depending on level, students must either identify the first letter in a word, or students must correctly pronounce a nonsense word.
Reading Vocabulary — Depending on level, students either match pictures with written words, or students determine which two words in a set are antonyms.
Meaningful Reading — Depending on level, students must either demonstrate understanding of print mechanics (point to a letter, point to a word, etc.), or students must insert a meaningful word into a sentence that has a word missing (cloze procedure).
Listening Vocabulary — Teacher reads words aloud to the student, and the student must point to an appropriate picture.
Rapid Naming — Students must quickly and accurately identify letters and familiar words.
Phonological Awareness — The student must repeat a word out loud, and then must say the word with a certain phoneme or syllable missing (e.g. "basketball" without "ball" is "basket"). |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores can be converted to grade- and age-equivalent scores, standard scores, and percentile ranks. This assessment was normed on a representative sample of 1,018 students across the country in 1999-2000. Reliability (internal and test-retest) scores were found to be above .80, and validity measures were assessed using comparable existing reading assessments (GORT-4, CTPP, and Woodcock PEB-R). |
| Notes |
Two forms of the test are available for test-retest applications. A software scoring and report system is available. |
| |
Group Reading Assessment and Diagnostic Evaluation (GRADE)
Author: Kathleen T. Williams
Date Published: 2001
| To Purchase this assessment, you must contact the publisher. |
Pearson
1330 Avenue of the Americas, 17th Floor, NY, NY 10019
|
http://www.pearsonschool.com 1-800-321-3106
|
|
| Cost |
$230.50 set for levels P and K; $220.50 set for levels 1,2,3; $323.50 set for levels 4,5,6, M, H, A. |
| Time to administer |
45 minutes to 2 hours (depending on level) |
| Administration |
Individual or Group |
| Grades |
Pre-K, K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Letter Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
Listening Comprehension — Student listens to a sentence read orally by the teacher, and decides which picture best matches that sentence. Different items focus on comprehension of vocabulary, grammar, idiom, inference, and non-literal expressions. (Level P, K, 1)
Picture Matching — Student must determine which two figures are identical. (Level P)
Picture Differences — Student must determine which picture is different from the other three. (Level P)
Verbal Concepts — Student must select the picture that best matches a verbal description. (Level P)
Picture Categories — Student must select the picture of an object which object does not belong in the same semantic category as other objects in the set. (Level P)
Sound Matching — Student must match two words based on beginning or ending sound (phoneme). Pictures are used as cues to help the student remember the comparison words. (Level P, K)
Rhyming — Student must determine whether two words rhyme or not. (Level P, K)
Print Awareness — Student must demonstrate knowledge of print conventions by identifying various elements of print such as capital letter, word, or sentence. (Level K)
Letter Recognition — Student must accurately identify upper-case and lower-case letters. (Level K)
Same and Different Words — For some items, the student must determine which of four alternatives is identical to a target word. For the other items, the student must determine which word is different from the target word. (Level K)
Phoneme-Grapheme Correspondence — Student must identify the letter that given words begin or end with.
Word Reading — Student must match spoken words with written words. Both regular and irregular words are used in this task. (Level 1, 2)
Word Meaning/Vocabulary — Student must match written words with pictures. (Level 1, 2, 3)
Sentence Comprehension — Student reads a sentence with a word missing, and then must decide which word would best complete the sentence. Simple, compound, and complex sentences are used. (Level 1, 2, 3)
Passage Comprehension — Student reads a passage of text and responds to multiple-choice comprehension questions (both explicit and implicit). (Level 1, 2, 3) |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a norm-referenced assessment — raw scores from each of the subtests can be converted to stanines. Composite and total test raw scores can be converted to stanines, standard scores, percentiles, normal curve equivalencies, and grade equivalencies. Reliability coefficients for alternate form and test-retest were in the .90 range. Concurrent and predictive validity was assessed using a variety of other standardized reading assessments (e.g. TerraNova, Iowa Test of Basic Skills, California Achievement Test, etc.) |
| Notes |
Alternate forms of this assessment are provided for each level. The levels of this assessment are as follows: Level P for pre-kindergarten and kindergarten; Level K for kindergarten and first grade, Level 1 for kindergarten, first, and second grade; Levels 2-6 for upper elementary school; Level M for middle school grades 5 through 9; Level H for high school, and Level A for upper high school and post secondary students. Multiple scoring options are available from the publisher, as well as an on-line reporting and management system. |
| |
Kindergarten Readiness Test (KRT)
Author: O.F. Anderhalter and Jan Perney
Date Published: 2004
| To Purchase this assessment, you must contact the publisher. |
Scholastic Testing Service (STS)
480 Meyer Road
Bensenville, IL 60106-1617
|
http://www.ststesting.com/krt.html (800) 642-6787
|
|
| Cost |
$50.45 for a starter kit |
| Time to administer |
90 minutes |
| Administration |
Individual or Group |
| Grades |
K |
Cognitive elements
supported |
Language Comprehension
Letter Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
Vocabulary — Words are read aloud by the teacher, and the student must select a picture that best goes with that word.
Identifying Letters — Letters are recited by the teacher, and the student must select the correct letter (out of a set of five).
Visual Discrimination — Students must match identical numbers, letters, and patterns from a set of foils.
Phonemic Awareness — Students must match pictures based on either on their rhyme or first phoneme.
Comprehension and Interpretation A short story is read aloud by the teacher, and students must select a picture that best matches the story. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores can be converted to percentiles or stanines. A guide is also provided to convert scores into criterion-referenced readiness categories (Above Average, Average, etc.). Reliability and validity data were not released by the publisher. |
| Notes |
Mathematical Knowledge is also assessed by this test battery. |
| |
Metropolitan Achievement Tests, Reading Diagnostic Tests - 8th Edition (MAT-8)
Author: The Psychological Corporation
Date Published: 2002
|
| Cost |
$57.25 for complete battery |
| Time to administer |
Approximately 2 hours for K, approximately 4 hours for 1 and 2 |
| Administration |
Group |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Cipher Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
At the pre-primer / primer level, there are 2 literacy-related subtests:
Sounds and Print — Questions in this subtest vary in focus; some questions ask students to identify rhyming words, others ask students to choose a picture of an object whose name begins with the same sound (phoneme) as a target word, others ask students to choose a printed word that begins with the same sound (phoneme) as a target word.
Language — Some questions in this subtest focus on basic vocabulary knowledge, others focus on knowledge about the world (e.g. something that flies and gathers twigs for its nest is a ... bird).
At the Primary / Elementary level, there are 5 multiple-choice, literacy-related subtests and one open-ended reading subtest:
Sounds and Print — Questions in this subtest vary in focus; for some questions the student must choose a printed word that contains the same beginning, middle, or ending sound (phoneme) as a target word. For other questions, students must match printed words with a picture.
Reading Vocabulary — Students must demonstrate knowledge of word meaning by choosing synonyms and antonyms of words.
Reading Comprehension — For some items, students must read simple sentences and select a picture that best corresponds with what they read. Other items involve reading a passage and answering comprehension questions.
Language — Students listen to a passage read aloud and answer questions about the passage. Some questions focus on vocabulary or concepts, others focus on syntax and proper grammar.
Spelling — Students identify which word out of a set is spelled correctly.
Reading (Open Ended) — Students must read and respond to short passages of text in an open-response format. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Norms for Fall and Spring are provided. Raw scores can be converted into percentile ranks, stanines, grade equivalent scores, scaled scores, and normal curve equivalent (NCE) scores. Also content cluster performance indicators are available. This assessment was standardized and normed using a very large, nation-wide, representative sample of students. Test-retest and alternate form reliability coefficients were found to be in excess of 0.80 for all reading related subtests on the pre-primer to elementary level tests. Validity was determined using the MAT-7 and the OLSAT. |
| Notes |
This assessment battery also includes subtests in math, and the primary / elementary level versions contain subtests for science and social studies. |
| |
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. |
| |
Receptive One-Word Picture Vocabulary Test (ROWPVT)
Author: Rick Brownell
Date Published: 2001
|
| Cost |
$149.00 for complete kit (English and Spanish versions) |
| Time to administer |
15 - 20 minutes for administration and scoring |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2, 3, and higher |
Cognitive elements
supported |
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed |
Vocabulary — Students must choose a picture that best matches a target word given by the teacher. |
Language(s) tool can
be administered in |
English and Spanish |
Score reporting
and test design data |
Raw scores can be converted into standard scores, age-equivalent scores, and percentiles. English version -normed nationally with a representative sample of individuals residing in the US. Spanish version - national norms based on a sample of Spanish-bilingual individuals residing in the US. Both are co-normed with the Expressive One-Word Picture Vocabulary Test (EOWPVT). |
| Notes |
Administration of test done in student's dominant language. Test begins with easy items and progressively becomes more difficult. The Spanish version provides an assessment of an individual's combined Spanish and English hearing vocabulary. |
| |
Rigby Reads (Reading Evaluation and Diagnostic System)
Author: Rigby Publishing
Date Published: 2009
|
| Cost |
contact company |
| Time to administer |
Multiple sessions are encouraged for young children. Overall time varies depending on level and skills assessed |
| Administration |
Group |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Cipher Knowledge
Letter Knowledge
Semantics (Vocabulary and Morphology)
Syntax
Phonological Awareness
|
Subtests and
skills assessed |
Beginning Reader
Visual Discrimination — Student must match pairs of identical upper- and lower-case letters and letter clusters.
Auditory Discrimination — Student must select the picture of an object whose name begins with the same sound (phoneme) as a word spoken by the teacher (e.g. MILK and MAKE). This is a test of phonological awareness.
Letter Recognition — The teacher names a letter, and the student must find that letter in a set of letters.
Sounds-Letters: Consonants — Students must find a written word that begins with the same sound (phoneme) as a picture of on object. This is a test of phonological awareness.
Reading Comprehension: Words — Student must find the word that corresponds to a picture.
Grade 1
Visual Discrimination — Student must match pairs of identical upper- and lower-case letters, letter clusters, and words.
Auditory Discrimination — Student must select the picture of an object whose name begins with the same sound (phoneme) as a word spoken by the teacher (e.g. MILK and MAKE). This is a test of phonological awareness.
Letter Recognition — The teacher names a letter, and the student must find that letter in a set of letters.
Sounds-Letters: Consonants — Students must find a written word that begins with or ends with the same sound (phoneme) as a picture of on object.
Vocabulary in Context — Students read a sentence that is missing a word, and they must choose the best word to complete the sentence.
Reading Comprehension: Words — Student must find the word that corresponds to a picture.
Reading Comprehension: Sentences — Student must find the sentence that best describes a picture.
Reading Comprehension: Stories — Student must read a passage of text and answer explicit and implicit comprehension questions.
Grade 2
Auditory Discrimination — Student must select the picture of an object whose name begins with the same sound (phoneme) as a word spoken by the teacher (e.g. MILK and MAKE). This is a test of phonological awareness.
Visual Discrimination — Student must match pairs of identical upper- and lower-case letters, letter clusters, and words.
Letter Recognition — The teacher names a letter, and the student must find that letter in a set of letters.
Sounds-Letters: Consonants — Students must find a written word that begins with or ends with the same sound (phoneme) as a picture of on object.
Sounds-Letters: Vowels — Students must match two written words based on a common vowel sound.
Vocabulary in Context — Students read a sentence that is missing a word, and they must choose the best word to complete the sentence.
Word Part Clues — Students read a sentence that is missing a word, and they must choose the best word to complete the sentence. The choices provided to fill in the blank differ focus on minor grammatical changes (e.g. TEACHER, TEACHES, TEACHING, or TEACH), and thus, this is a test of syntax knowledge.
Reading Comprehension — Student must find the sentence that best describes a picture. Student must also read passages of text and answer comprehension questions.
Grade 3
Sounds-Letters: Consonants — Students must find a written word that begins with or ends with the same sound (phoneme) as a picture of on object.
Sounds-Letters: Vowels — Students must match two written words based on a common vowel sound.
Vocabulary in Context — Students read a sentence that is missing a word, and they must choose the best word to complete the sentence.
Word Part Clues — Students read a sentence that is missing a word, and they must choose the best word to complete the sentence. The choices provided to fill in the blank differ focus on minor grammatical changes (e.g. TEACHER, TEACHES, TEACHING, or TEACH), and thus, this is a test of syntax knowledge.
Reading Comprehension: Stories — Student must read a passage of text and answer explicit and implicit comprehension questions. |
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 |
Assessments are divided into a "diagnostic test" and an "evaluation test" at each level (except for "beginning reader" which is only a diagnostic. Students who perform well below grade level on the "evaluation test" could be further assessed using the the "diagnostic test." Grading software is available from the publisher. The Rigby Reads assessments are available in grades K - 8. They are purchased in sets of either K-3 or 4-8. Assessments come in two comparable forms (Form A and Form B) so they can be used for pre-test - post-test. |
| |
School Readiness Test (SRT)
Author: O.F. Anderhalter and Jan Perney
Date Published: 2004
| To Purchase this assessment, you must contact the publisher. |
Scholastic Testing Service (STS)
480 Meyer Road
Bensenville, IL 60106-1617
|
http://www.ststesting.com/srt.html (800) 642-6787
|
|
| Cost |
$77.05 for a starter kit |
| Time to administer |
90 minutes |
| Administration |
Individual or Group |
| Grades |
K |
Cognitive elements
supported |
Language Comprehension
Letter Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
Vocabulary — Words are read aloud by the teacher, and the student must select a picture that best goes with that word.
Identifying Letters — Letters are recited by the teacher, and the student must select the correct letter (out of a set of five).
Visual Discrimination — Students must match identical numbers, letters, and patterns from a set of foils.
Phonemic Awareness — Students must match pictures based on either on their rhyme or first, middle, or last phoneme.
Comprehension and Interpretation A short story is read aloud by the teacher, and students must select a picture that best matches the story.
Developmental Spelling Ability — Words are recited aloud by the teacher, and the students must spell them correctly.
Handwriting — Student must accurately copy letters, numbers, and shapes. |
Language(s) tool can
be administered in |
English and Spanish |
Score reporting
and test design data |
Raw scores can be converted to percentiles or stanines. A guide is also provided to convert scores into criterion-referenced readiness categories (High, Above Average, Average, etc.). This test was standardized and normed using a nation-wide sample of 3,071 students. Reliability was determined using part-score techniques. Validity was determined using intercorrelations among the subtests. |
| Notes |
This is a test of reading readiness given to students at or before the beginning of 1st grade to determine their aptitude for reading. Mathematical Knowledge is also assessed by this test battery. |
| |
Standardized Reading Inventory - 2nd Edition (SRI-2)
Author: Phyllis L. Newcomer
Date Published: 1999
| To Purchase this assessment, you must contact the publisher. |
ProEd Publishing Co.
8700 Shoal Creek Blvd.
Austin, TX 78757-6897
|
http://www.proedinc.com (800) 897-3202
|
|
| Cost |
$291.00 for a classroom kit |
| Time to administer |
15 to 45 minutes (see notes) |
| Administration |
Individual or Group |
| Grades |
Pre-K, K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Decoding
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed |
Vocabulary in Context — Teacher reads a sentence aloud that contains a target vocabulary word. The student must select a word from a set that has the same meaning as the target vocabulary word. This is an optional subtest.
Words in Isolation — Student must accurately read words aloud from graded word lists. Words are "sight words" and are a mix of regular and irregular words.
Reading Errors — Students read graded passages aloud while the teacher notes hesitations and the types of errors made (reversals, omissions, etc.)
Passage Comprehension — After reading a passage of text aloud, students are asked comprehension questions. The types of questions range from factual (explicit) to inferential to predictive. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores can be converted into age-equivalent scores, grade-equivalent scores, percentile scores, and standard scores. The reliability of this assessment was determined using alternate form comparison and inter-rater reliability. This assessment was validated using existing, comparable reading assessments (GORT, CTOPP, TWRF). |
| Notes |
Teachers are also encouraged to monitor other reading behaviors such as head movement, finger pointing, nervousness, attitude, etc. Instructions for how to categorize childrenÕs oral reading miscues are provided with this test. Two forms of the test are available for test-retest applications. |
| |
Stanford Achievement Test — 10th Edition (SAT-10)
Author: Harcourt Assessment, Inc
Date Published: 2004
|
| Cost |
$312.00 for complete battery of basic materials |
| Time to administer |
Varies depending on level and subtests given |
| Administration |
Group |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed |
Sounds and Letters — Students must demonstrate knowledge in a variety of early reading domains, including phonological awareness, orthographic awareness, and alphabetic principle. (SESAT 1 and 2 only)
Word Study Skills — Students must recognize structural elements of printed words and demonstrate knowledge of spelling-sound (phoneme) conventions. (Primary 1 through Intermediate 1)
Word Reading — Student must demonstrate word decoding skills through different tasks, such as matching printed words with spoken words and matching pictures with written words. (SESAT 1 and 2 and Primary 1 only)
Sentence Reading — Student must read and understand predictable sentences, simple sentences, pairs of related sentences, and the student must also demonstrate awareness of onset-rime. (SESAT 2 and Primary 1 only)
Reading Vocabulary — Students must demonstrate knowledge of vocabulary by identifying synonyms, identifying multiple meanings of words, and using context clues to determine the meaning of an unknown word. (Primary 2 through TASK 3)
Reading Comprehension — Students must read passages of text and either (depending upon level) match the text with pictures, complete sentences with missing words (Cloze task), or answer implicit and explicit comprehension questions. Beyond the Primary 2 Level, passages cover a variety of genres (literary, informational, and functional). (Primary 1 through TASK 3)
Language — Different forms of the Language subtest are available for testing word and sentence level skills such as capitalization and punctuation (Form A) or prewriting, composing and editing (Form D). (Primary 1 through TASK 3)
Spelling — Students must choose from among 3 choices the correctly spelled word. (Primary 1 through TASK 3)
Listening Vocabulary — The teacher reads each sentence aloud, and then students must determine the meaning of a vocabulary word used in that sentence. (SESAT 1 through Advanced 2)
Listening Comprehension — Students listen to passages read aloud by the teacher and then must read and answer inferential, explicit, and evaluative comprehension questions about the passage. Passages represent a variety of genres with greater emphasis placed on literary genres at the lower levels. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a norm-referenced assessment. Raw scores can be converted into scaled scores, percentile rank scores, stanine scores, grade-equivalent scores, and normal curve equivalent scores. Reliability was assessed using internal-consistency measures, alternate-form measures, and with repeated-measurement. Validity was determined using other standardized assessments (SAT-9, Otis-Lennon, etc.). This assessment was standardized using a nation-wide representative sample of students in 2002. |
| Notes |
The first two levels of the SAT-10 (SESAT 1 and SESAT 2) have only one test form, but all other levels have two equivalent forms for valid pre- and post-testing. In addition to the Reading, Spelling, Language, and Listening subtest are described here, the SAT-10 contains other subtests for Mathematics, Science, Environment, and Social Science. |
| |
Stanford Diagnostic Reading Test — 4th Edition (SDRT-4)
Author: Bjorn Karlsen and Eric F. Gardner
Date Published: 2005
|
| Cost |
$97.60 |
| Time to administer |
Varies depending on level and subtests given |
| Administration |
Group |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Language Comprehension
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
Sounds (Phonemic Awareness) — Students must select a picture that matches a spoken word dictated by the teacher.
Letters (Phonics) — Students must select a picture that depicts an object whose name begins with or ends with the same sound (phoneme) as a word dictated by the teacher (e.g. teacher says DUCK, and student selects a picture of a dog because both begin with the same phoneme).
Words (Vocabulary) — Students must select a picture that best represents a dictated word or phrase.
Pictures (Fluency) — Students must examine a picture for 3 seconds, and then they must find an identical picture from a set (without referring back to the original picture).
Stories (Comprehension) — The teacher reads aloud passages of text, followed by short questions, and the students must select pictures that best answer those questions. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores can be converted into scaled scores, percentiles, stanines, normal-curve equivalents, and grade equivalents. Information is also provided to help teachers relate student performance to criterion objectives. Reliability was assessed using internal-consistency measures. Validity was determined using the OLSAT-8 |
| Notes |
The publisher only sent information about the Pink and Teal Levels of the SDRT-4 (Grades K - 1), so that is all that has been reviewed here. However, other levels of the SDRT-4 are also available for all grades K-12. |
| |
Stanford Reading First
Author: Pearson Educaiton Inc
Date Published: 2004
|
| Cost |
$55.65 for reading results package |
| Time to administer |
Varies depending on level and subtests given |
| Administration |
Group |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed |
Sounds and Letters — Students must demonstrate knowledge in a variety of early reading domains, including phonological awareness, orthographic awareness, and alphabetic principle. (SESAT 1 and 2 only)
Word Study Skills — Students must recognize structural elements of printed words and demonstrate knowledge of spelling-sound (phoneme) conventions. (Primary 1 through Intermediate 1)
Word Reading — Student must demonstrate word decoding skills through different tasks, such as matching printed words with spoken words and matching pictures with written words. (SESAT 1 and 2 and Primary 1 only)
Sentence Reading — Student must read and understand predictable sentences, simple sentences, pairs of related sentences, and the student must also demonstrate awareness of onset-rime. (SESAT 2 and Primary 1 only)
Reading Vocabulary — Students must demonstrate knowledge of vocabulary by identifying synonyms, identifying multiple meanings of words, and using context clues to determine the meaning of an unknown word. (Primary 2 through TASK 3)
Reading Comprehension — Students must read passages of text and either (depending upon level) match the text with pictures, complete sentences with missing words (Cloze task), or answer implicit and explicit comprehension questions. Beyond the Primary 2 Level, passages cover a variety of genres (literary, informational, and functional). (Primary 1 through TASK 3)
Listening Vocabulary — The teacher reads each sentence aloud, and then students must determine the meaning of a vocabulary word used in that sentence. (SESAT 1 through Advanced 2)
Speaking Vocabulary — Student must identify and describe objects in a picture (SESAT 1 and 2), and must tell a coherent and elaborate story describing a picture (Primary 1, 2, and 3).
Oral Reading Fluency — Student must accurately identify letters and numbers short words (SESAT 1) without hesitation, or must read sentences and passages accurately, without hesitation and with proper expression (SESAT 2 through Primary 3). |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a norm-referenced assessment. Raw scores can be converted into scaled scores, percentile rank scores, stanine scores, grade-equivalent scores, and normal curve equivalent scores. Reliability was assessed using internal-consistency measures, alternate-form measures, and with repeated-measurement. Validity was determined using other standardized assessments (SAT-9, Otis-Lennon, etc.). This assessment was standardized using a nation-wide representative sample of students in 2002. |
| Notes |
This assessment is comprised of subtests from the Reading and Listening section of the SAT-10, in addition to a teacher-administered Oral Fluency test. This test is available in two equivalent forms (Forms A and B) to allow for valid pre- and post-testing. A guide is provided to help teachers convert scores into criterion categories (Below, At, or Above Grade Level). |
| |
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
|
|
| 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). |
| |
Test of Reading Comprehension — 3rd Edition (TORC-3)
Author: Virginia Brown, Donald Hammill, and J. Lee Wiederholt
Date Published: 1995
| To Purchase this assessment, you must contact the publisher. |
ProEd Publishing Co.
8700 Shoal Creek Blvd.
Austin, TX 78757-6897
|
http://www.proedinc.com (800) 897-3202
|
|
| Cost |
$239.00 for a classroom kit |
| Time to administer |
30 minutes |
| Administration |
Individual or Group |
| Grades |
2, 3 |
Cognitive elements
supported |
Reading Comprehension
Semantics (Vocabulary and Morphology)
Syntax
|
Subtests and
skills assessed |
General vocabulary — Three words that have something in common are presented and the student must choose two additional words (from a set of four alternatives) that would go with the first three.
Syntactic similarities — Student must identify two sentences from a set of five that have the same meaning but different syntax.
Paragraph reading comprehension — Student must read a paragraph and answer explicit comprehension questions.
Sentence sequencing — Five sentences are presented out of order, and the student must rearrange them to make sense.
Reading the directions of schoolwork — The student must read and follow simple instructions (see notes). |
Language(s) tool can
be administered in |
English |
| Notes |
The reading directions of schoolwork subtest requires that the student demonstrate some competence in specific skills — in addition to being able to read the instructions, the child must be able to accomplish each task such as: "In each box, underline the words that go together," and "draw a line under the little word in each bigger word." In addition to the subtests described above, there are three other subtests in this battery of skills which are tangentially related to reading skills — a mathematics vocabulary test, a science vocabulary test, and a social studies vocabulary test. |
| |
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