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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 Syntax. There are 6 tests that match your search.
Results are sorted by name.
Other Searches and Summary Charts:
You can also perform an new search of the assessment database
to look for more specific information about reading tests, or you can view a
summary chart comparing all assessments and their features.
The Reading Assessment Clipboard:
If you would like to keep track of reading assessments that interest you, you can add them to your
"Assessment Clipboard" for later viewing and printing. You even have the option to e-mail the details about
the assessments to yourself or others.
- To view the clipboard, click on the large clipboard image to the right.
- To add an assessment to the clipboard, click on the tiny clipboard next to the assessment name as seen in the list of assessments below.
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 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). |
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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. |
| |
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. |
| |
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. |
| |
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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