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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 Reading Comprehension. There are 33 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.
|
 Analytical Reading Inventory (8th Edition)
Author: Mary Lynn Woods and Alden J. Moe
Date Published: 2007
|
| Cost |
$56.60 |
| Time to administer |
Varies depending on passages read |
| Administration |
Individual |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Decoding
|
Subtests and
skills assessed |
Oral reading accuracy across different levels of text difficulty — Students read graded passages of text aloud while the teacher monitors oral reading accuracy. Instructions for "miscue analysis" are provided, as are suggestions for other areas of literacy skill development to monitor (e.g. fluency, emotional status, ability to make predictions, etc.).
Reading Comprehension — Passages are a mix of expository and narrative. Comprehension is assessed through retelling rubrics, as well as appropriateness of response to comprehension questions (literal to inferential) |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a criterion-referenced assessment — no normative data is provided. |
| Notes |
There are three forms of this assessment (A, B, and C) so repeated, comparable assessment can be given to monitor growth of literacy skills. There is an audio training CD provided with this assessment to guide teachers through the assessment and score interpretation. |
| |
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. |
| |
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 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. |
| |
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. |
| |
Dynamic Indicators of Basic Early Literacy Skills — 6th Edition (DIBELS-6)
Author: University of Oregon
Date Published: 2005
|
| Cost |
Free download |
| Time to administer |
Approximately 10 minutes |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2, 3 |
Cognitive elements
supported |
Reading Comprehension
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Phonological Awareness
|
Subtests and
skills assessed |
ISF: Initial Sounds Fluency — The student must select a picture of an object whose name begins with a given phoneme. The teacher monitors both fluency and accuracy. (PreK and K) LNF: Letter Naming Fluency — The student must identify as many upper-case and lower-case letters as possible within one minute. (K and 1) PSF: Phoneme Segmentation Fluency — The teacher says a word aloud, and the student must quickly repeat that word, inserting a clear pause between each phoneme. The student must do this for as many words as possible within one minute. (K and 1) NWF: Nonsense Word Fluency — The student must correctly pronounce as many nonsense words as possible in one minute. (K and 1) ORF: DIBELS Oral Reading Fluency — The student must read aloud as much of a passage of text as possible in one minute. After reading aloud, the student must also describe or retell the content of the passage of text. (1, 2, 3) WUF: Word Use Fluency — The student is given a word to use in a sentence or to define, and the teacher monitors both the accuracy of the use or definition as well as the number of words the student uses in his or her response. (K, 1, 2, 3) |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a criterion-referenced assessment — there does not appear to be any current normative data available (see notes). The reliability of each subtest has been assessed, and results were well within expected ranges for students at this age. Other reputable published assessments (such as Woodcock-Johnson) were used to assess the validity of each subtest. Reliability and validity information is available on the publisher's website and in downloadable technical reports. |
| Notes |
Oral reading fluency passages are also available for grades 4, 5, and 6. There are a collection of technical reports available from the DIBELS website, and some of these reports provide information about converting DIBELS raw scores into percentile scores. However, it is unclear if these reports are referring to the most recent version of the DIBELS. There are many alternate forms of each of the subtests to allow for valid and objective progress monitoring. The DIBELS assessment is free, but for a fee, there are services from the publisher for organizing and interpreting DIBELS data. |
| |
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. |
| |
Ekwall / Shanker Reading Inventory — 5th Edition (ESRI-5)
Author: James Shanker and Eldon Ekwall
Date Published: 2009
|
| Cost |
$62.99 |
| Time to administer |
Varies (20 - 30 minutes or more depending on assessment given) |
| Administration |
Individual |
| Grades |
1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Concepts About Print
Phonological Awareness
|
Subtests and
skills assessed |
San Diego Quick Assessment or Graded Word List — Student must correctly identify words from a graded word list.
Oral and silent reading — There are 4 passages at each level, Preprimer to Grade 9. Students must read aloud one passage, and read silently a second passage. The third and fourth passages are for re-testing at a later date. Oral reading accuracy, oral reading comprehension, and silent reading comprehension are monitored.
Listening comprehension — Teacher reads aloud passages of text at different levels of difficulty, and monitors comprehension with explicit comprehension questions.
Phonemic Awareness — Student must produce and recognize rhyming words, identify initial sounds (phonemes), identify segmented words (blending), and segment words (inserting a clear pause between each phoneme).
Concepts About Print — Student must demonstrate basic understanding of concepts about print mechanics (e.g. point to a word, point to a sentence, etc.)
Letter Knowledge — Student must find the letters on the page that the teacher dictates, and must also point to and identify each letter independently.
Sight Vocabulary — Student must correctly identify common words and phrases.
Phonics — Through a variety of tasks, students must demonstrate knowledge of applied phonics (reading a passage of text aloud), and letter-phoneme relationships (pointing to letters that correspond to certain phonemes).
Structural Analysis — Through a variety of tasks, students must demonstrate knowledge of word parts, inflectional endings, prefixes, suffixes, compound words, and syllabication.
Knowledge of Contractions — Student reads 48 common contractions and then identifies the words that the contraction stands for.
El Paso Phonics Survey — Student pronounces a letter, a rime, and then contracts the letter with the rime (e.g. P AM PAM).
Quick Word List Survey — Student must demonstrate sophisticated word-attack skills by pronouncing multi-syllabic, challenging nonsense words. |
Language(s) tool can
be administered in |
English |
| Notes |
This is a reading assessment inventory — it is a collection of informal tests that assess a wide range of students' reading abilities. Depending on which tests are administered, these tests can be used as a quick screening device, for placement of students in groups or classes, for a brief assessment, or for a comprehensive individual diagnosis. Included as one of the assessments is a reading interest survey which measures motivation to read. |
| |
Gates-MacGinitie Reading Tests, 4th Edition (GMRT-4)
Author: Walter H. MacGinitie, Ruth k. MacGinitie, Katherine Maria, & Lois G. Dreyer
Date Published: 2002
| To Purchase this assessment, you must contact the publisher. |
Riverside Publishing Company (division of Houghton Mifflin)
|
http://www.riverpub.com (800) 323-9540
|
|
| Cost |
PR ($146 for package of 25) and BR-AR ($122.83 for package of 25) |
| Time to administer |
PR and BR (75-100 min); Level 1 and 2 (75 min); Other levels (55 minutes) |
| Administration |
Individual or Group |
| Grades |
Pre-K, K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Cipher Knowledge
Letter Knowledge
Concepts About Print
Phonological Awareness
|
Subtests and
skills assessed |
Literacy Concepts — Student must demonstrate knowledge of print mechanics (e.g. identify a word, identify a letter, text runs left-to-right and top-to-bottom, etc.)
Oral Language Concepts — Students must demonstrate skills in a variety of tasks including phoneme sequencing, phoneme matching, phoneme segmentation, and word length.
Letters and Letter-Sound Correspondences — Student must demonstrate knowledge of letters and must match letters with appropriate sounds (phonemes). In higher-levels, students must demonstrate knowledge of initial consonants and consonant clusters, final consonants and consonant clusters, and vowels.
Listening (Story) Comprehension — Students must listen to a passage of text read aloud, and must answer comprehension questions about the passage.
Basic Story Words — Student must demonstrate understanding of text-related vocabulary.
Word Decoding — Student must accurately identify isolated words in grade word lists.
Comprehension — Student must read a passage of text and correctly answer relevant comprehension questions.
Word Knowledge — Student must select an appropriate word based on given cues. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores can be converted into national stanines, normal curve equivalents (NCEs), national percentile ranks, grade equivalents, and extended scale scores. About 65,000 students from all part of the country from both public and private schools were tested in teh fall of 1998 and spring of 1999 for the Fourth Edition. Additional score interpretation is available from the Riverside Scoring Service. |
| Notes |
Level PR is appropriate for preschool aged children (for students who are about to be taught how to read), Level BR is appropriate for kindergarten students and beginning of Grade 1(designed to provide a benchmark measure at the beginning of Grade 1), and the Levels correspond to grade levels (level 1 to 1st grade and so on). Machine scorable booklets are available from the publisher for a fee. |
| |
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. |
| |
Gray Oral Reading Test-4th Edition (GORT-4)
Author: J. Lee Wiederholt and Brian Bryant
Date Published: 2001
| 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 |
$245.00 for complete kit |
| Time to administer |
15 to 30 minutes |
| Administration |
Individual |
| Grades |
2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Decoding
|
Subtests and
skills assessed |
Oral Reading — The student reads a passage of text aloud while the teacher monitors oral reading accuracy, categorizing each type of error or "miscue" (substitution, deletion, etc.). After the student has read the story, the teacher asks a few comprehension questions about the passage. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores can be converted into standard scores and grade equivalent scores. This assessment was normed on 1,485 students from 18 states. Reliability scores were in the .90 range. Validity measures were assessed using teacher ratings of student reading ability (correlations in the .70 range), and using comparisons with the ITED, the CAT, the GORT-D, the SCREEN, and the DAB-2. |
| Notes |
Two forms of the test are available for test-retest applications. |
| |
Gray Silent Reading Tests (GSRT)
Author: J. Lee Wiederholt and Ginger Blalock
Date Published: 2000
| 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 |
$174.00 for complete kit |
| Time to administer |
15 to 30 minutes |
| Administration |
Individual or Group |
| Grades |
2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
|
Subtests and
skills assessed |
Silent Reading Comprehension — Students read a short passage of text, and then answer 5 multiple-choice comprehension questions. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores can be converted into age- and grade-equivalent scores, percentile rank, and standard score. A guide is also provided to convert standard scores into criterion-referenced categories (Very Superior, Superior, Above Average, etc.). This test was normed on a sample of 1,400 people. Reliability was demonstrated using alternate forms and time sampling. Validity was assessed using measures of criterion prediction (age prediction, group differentiation, etc.). |
| Notes |
There are alternate equivalent forms of this test (Form A and B) to allow for valid repeated testing. |
| |
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. |
| |
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. |
| |
Phonological Awareness Literacy Screening - 1-3 (PALS-1-3)
Author: Marcia Invernizzi, Joanne Meier, and Connie Juel
Date Published: 2005
| To Purchase this assessment, you must contact the publisher. |
University of Virginia
|
http://pals.virginia.edu 1-888-UVA-PALS
|
|
| Cost |
$95.00 for materials to screen 25 students in fall and spring and an assessment training CD-ROM |
| Time to administer |
No time limits, but should be completed within a 2 week window |
| Administration |
Individual or Small Groups |
| Grades |
1, 2, 3 |
Cognitive elements
supported |
Reading Comprehension
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
|
Subtests and
skills assessed |
Spelling — Student must correctly write increasingly difficult words from dictation.
Letter-Sound Knowledge — Student must provide an appropriate sound (phoneme) that corresponds to each letter
Oral Reading — Student reads appropriate passages of text aloud while the teacher monitors oral reading accuracy and oral reading rate (fluency). Optional comprehension questions are provided for teachers who want to evaluate oral reading comprehension.
For students who have difficulty with the subtests above, more basic reading skills subtests are provided:
Lower-Case Alphabet Recognition — Student must correctly identify lower-case letters.
Letter-Sounds — Students must provide an appropriate sound (phoneme) for each letter or digraph presented.
Concept of Word — Students learn a rhyme by heart, then read the rhyme aloud with the teacher. The student points to words while reading and identifies words that the teacher points out.
Blending — Teacher reads words aloud with a clear pause between each phoneme, and the student must correctly identify the word.
Letter-Sounds in Context — Teacher says words aloud, and the student must provide the first letter or last letter or vowel of each word. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a criterion-referenced assessment; no normative data is provided. This assessment is given to students across the state of Virginia every year, and because of this, item and subtest analyses can be conducted every year on many thousands of kindergarten students (over 500,000 students at the time of this writing). Reliability and validity measures have been regularly gathered since 1997, and are well within expected ranges. Predictive validity measures have been conducted using the Stanford-9 (required of students in Virginia) as well as subsequent measures gathered using the PALS 1-3. |
| Notes |
A CD-ROM with test-administration training is provided with this assessment. |
| |
Qualitative Reading Inventory —4th Edition (QRI-4)
Author: Lauren Leslie and JoAnne Caldwell
Date Published: 2006
| To Purchase this assessment, you must contact the publisher. |
Pearson -- Allyn and Bacon
1 Jacob Way
Reading, WA 01867-3999
|
http://www.ablongman.com 617-848-6000
|
|
| Cost |
$79.95 for book |
| Time to administer |
Varies depending on assessments given. This test can be administered over several days. |
| Administration |
Individual |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Decoding
Background Knowledge
|
Subtests and
skills assessed |
List Reading Accuracy — Students identify words from graded word lists. Teacher notes the number of words identified automatically as well as the number of words identified (but not automatically).
Oral Reading Accuracy and fluency — Students read aloud passages of grade-appropriate text while the teacher monitors oral reading accuracy and fluency.
Reading Comprehension — Reading comprehension is measured in a variety of ways in the QRI. During reading, teachers may ask students to "think aloud" while reading the text (describing their thinking as they read the text). After reading each passage of text, comprehension is measured through retelling, explicit comprehension questions, implicit comprehension questions, and "look backs" (reviewing the text again to find information).
Relevant Background Knowledge — Prior to each passage of text, the student is asked a few "concept questions" to determine what level of understanding of relevant concepts they have prior to reading the passage. Students who already have a great deal of background knowledge in an area are expected to have higher levels of comprehension of text in that area. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores can be converted into reading level scores. Inter-rater reliability measures were found to be in the .98 range; alternate form reliability measures were in the .90 range. Criterion-related validity was assessed using the Woodcock Reading Mastery Test (revised). |
| Notes |
This is an informal reading inventory designed to assess reading ability at emergent through middle school levels. Comprehension in this assessment is measured through story retelling and comprehension questions (which are separated into explicit and implicit facts about the story). Before comprehension tests are given, a prior knowledge test is given to assess the childÕs prior knowledge in the subject area. A CD-ROM is included with this book to provide demonstrations for administration and scoring. |
| |
Reading Inventory for the Classroom (RIC) & Tutorial Audiotape Package- 5th Edition
Author: Sutton E. Flynt and Robert B. Cooter
Date Published: 2004
| To Purchase this assessment, you must contact the publisher. |
Pearson Education -- Merrill Printice Hall
|
http://www.prenhall.com 800-848-9500
|
|
| Cost |
$39.68 for book (and all needed materials) and tutorial audiotape |
| Time to administer |
Unknown |
| Administration |
Individual |
| Grades |
Pre-K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
|
Subtests and
skills assessed |
Silent reading Comprehension — Student reads passages of text and answers explicit comprehension questions.
Oral Reading and Analysis of Miscues — Student must read a passage of text aloud accurately. Teacher monitors and makes note of any error or "miscue." Guidance about word-attack behaviors, cueing systems, and fluency is provided.
Listening Comprehension — Students listen to short passages read aloud by the teacher and demonstrate comprehension. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a criterion-referenced assessment — no normative data is provided. The book provides score sheets that the teacher completes on each student as they administer the inventory. |
| Notes |
The inventory begins with an Interest/Attitude interview one for primary-level and one for upper-level students. The assessment portion of the inventory is divided into five forms: A, B, C, D, and E. Each of Forms A, B, C, and D includes three sections: sentences to determine the initial starting point (i.e., passage selection), the reading passages, and matching assessment protocols. Form E is only used with students who read at the upper high school levels. In Forms A, B, C, and D - the section entitled, "Sentences for Initial Passage Selection" ranges from Level 1 through Level 9 (If students do not perform well on the Level 1 sentences, you can administer the Preprimer and Primer passages). All passages are leveled such that Level PP corresponds to beginning first-grade reading difficulty and Level 12 corresponds to 12th-grade difficulty. RIC reading levels can be translated into Guided reading levels. A Spanish version of this assessment is also available. |
| |
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. |
| |
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 English / Spanish Language Proficiency Test (Stanford ELP / SLP)
Author: Pearson Assessments
Date Published: 2005
|
| Cost |
|
| Time to administer |
40 to 100 minutes, depending on level |
| Administration |
Individual or Group |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
|
Subtests and
skills assessed |
Listening — Student must listen to short speeches and indicate their comprehension by responding to or questions (verbal and written) related to the speech.
Writing Conventions — Students select sentences and words that use proper grammar, punctuation, and spelling.
Reading — Students must read a variety of different types of texts (literary, informational, and functional), and respond to a variety of different types of comprehension questions (explicit, interpretive, and vocabulary/idioms).
Writing — Students respond to prompts, and writing is evaluated based on word choice, sentence structure, and overall fluency.
Speaking — Students must read and repeat words, phrases, and sentences; they must complete sentences based on a picture prompt, they must create a story based on picture prompts, and they must respond appropriately to social questions or statements. |
Language(s) tool can
be administered in |
English and Spanish |
Score reporting
and test design data |
Raw scores can be converted to scaled scores, and scaled scores can be converted to a criterion category (pre-emergent, emergent, basic, etc.). Reliability assessments were determined from form to form (see notes) and internal consistency ratings. Validity was determined using a variety of other Stanford assessments (SDRT and SAT-9) |
| Notes |
There are three forms (A, B, and C) of each level of the English Language Proficientcy Test (ELP) to allow for multiple assessments without test sensitization. The Spanish Language Proficiency Test (SLP) is only available in one form (Form A) at this time. |
| |
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). |
| |
STAR Reading Computer-Adaptive Reading Test
Author: Renaissance Learning, Inc
Date Published: 2006
| 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 minutes0- |
| Administration |
Individual |
| Grades |
1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
|
Subtests and
skills assessed |
Reading Comprehension — Student must read graded passages of text and fill in key missing words from a set of options (modified cloze procedure). Assessment uses dynamic adjustment to increase or decrease the difficulty of the text based on the student's performance. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Norm-referenced. Norming sample included a nationally representative mix of approximately 30,000 students from 269 schools, representing 47 states across the U.S. Students receive scaled scores (SS), grade equivalent (GE) instructional reading level (IRL), percentile rank (PR), normal curve equivalent (NCE), zone of proximal development (ZPD), and diagnostic codes. The STAR Reading test yields a variety of test scores, some of which (instructional reading level - IRL) support criterion-referenced interpretations, and others of which (percentile ranks, grade equivalents, NCR scores) support norm-referenced interpretations. |
| Notes |
This assessment requires students to rely on background information, apply vocabulary knowledge, and use active strategies to construct meaning from the assessment text. 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). |
| |
Stieglitz Informal Reading Inventory — 3rd Edition
Author: Ezra Stieglitz
Date Published: 2002
| To Purchase this assessment, you must contact the publisher. |
Pearson -- Allyn and Bacon
160 Gould st.
Needham Heights, MA 02194
|
http://www.ablongman.com 617-848-6000
|
|
| Cost |
147.42 |
| Time to administer |
varies (20 - 30 minutes or more depending on student) |
| Administration |
Individual |
| Grades |
1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
Phoneme Awareness
|
Subtests and
skills assessed |
Phonemic Awareness — Student must determine whether words rhyme, identify segmented words (spoken by the teacher with a clear pause between each phoneme), identify beginning, middle, and final speech sounds (phonemes), and segment spoken words (inserting a clear pause between each phoneme).
Word Identification in Context — The student reads a whole sentence, but the teacher only monitors the pronunciation of one target word in each sentence. The target words increase in difficulty (similar to a graded word list).
Word Identification in Isolation — Student must correctly identify words presented in graded lists (increasing in difficulty).
Oral Reading Accuracy — Student reads aloud from graded passages of text (increasing in difficulty) while teacher monitors reading accuracy. Passages are narrative and expository.
Reading (or Listening) Comprehension — After reading a passage of text, the student can (at the teacher's discretion) either describe the content of the passage (free recall), or answer 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. Raw scores are converted into an estimation of reading level scores. Alternate form reliability measures were found to be in the .80 range. |
| Notes |
There are two equivalent forms of each assessment (Form A and Form B) to allow for multiple assessment without test sensitization. In the specific analysis of comprehension errors, a distinction is drawn among three types of comprehension error — literal errors, interpretive errors, and creative errors. The authors of this assessment state that the graded reading passages and the comprehension questions can be used to assess listening comprehension. |
| |
Tejas Lee
Author: Texas Education Agency, The University of Texas System, & The University of Houston System
Date Published: 2010
|
| Cost |
$189.95 for Tejas LEE® El inventario de lectura en español de Tejas (Assessment Kit) |
| Time to administer |
Varies depending on level and subtests given. |
| Administration |
Individual |
| Grades |
K, 1, 2, 3 |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Letter Knowledge
Concepts About Print
Phonological Awareness
|
Subtests and
skills assessed |
Conocimiento de la Letra Impresa — Student demonstrates knowledge of text mechanics (e.g. identify a letter, identify a word, point to beginning of text, etc.) (Grade K)
Identificación de las Letras — Student must correctly identify letters of the alphabet by name. (Grade K)
Conocimiento de los Sonidos — Student must demonstrate knowledge of letter-sound (phoneme) correspondence. (Grades K and 1)
Conocimiento Fonológica — Student must demonstrate awareness of speech sounds through a variety of tasks (syllable segmentation, phoneme identification, etc.) (Grades K and 1)
Reconocimiento de las Palabras — Student must correctly identify words in graded word lists. (Grade K)
Comprensión Auditiva — Teacher reads passages aloud to the student, and the student must demonstrate comprehension by answering comprehension questions about the text. (Grades K and 1)
Exactitud de Lectura — Student must accurately read aloud graded passages of text. (Grades 1, 2, and 3)
Proporción de la Fluidez de la Lectura — Student must read connected text accurately, quickly, and without hesitation. (Grades 1, 2, and 3)
Comprensión de la lectura — Student must independently read passages of text and correctly answer comprehension questions related to the text. (Grades 1, 2, and 3)
Dictado — Student must correctly write words from dictation. (Grades 2 and 3)
Accentuación y Diéresis — Student must demonstrate knowledge of proper Spanish writing through application of accents and dieresis. (Grade 3)
Fluidez en el Reconocimiento de las Palabras — Student must quickly and accurately identify words in graded word lists. (Grade 3) |
Language(s) tool can
be administered in |
Spanish |
| Notes |
Tejas LEE® is a complete solution for assessing and improving the reading and comprehension skills of students who receive primary reading instruction in Spanish. The Tejas LEE® was specifically developed to address the skills and developmental of Spanish literacy and is not simply a Spanish version or a translation of the TPRI®. The Tejas LEE® assists educators in identifying student's strengths and problem areas early and providing them with effective, data-driven instruction. Teachers will get everything they need to diagnose, intervene, and monitor their students. Results from the Tejas LEE should only be used to examine a student's performance in Spanish and to plan Spanish reading instruction. Reading First approved. |
| |
Test of Kindergarten/First Grade Readiness Skills (TKFGRS)
Author: Karen Gardner Codding
Date Published: 1987
|
| Cost |
$70 for complete kit. |
| Time to administer |
20 minutes |
| Administration |
Individual |
| Grades |
K, 1 |
Cognitive elements
supported |
Reading Comprehension
Decoding
Letter Knowledge
|
Subtests and
skills assessed |
Letter knowledge — This subtest consists of four separately scored assessments: upper- and lower-case letter matching, letter identification, complete a sequence of letters, and write letters from dictation. Phonetic identification — Student must verbalize phonetic sounds. Word identification — Student must correctly identify high-frequency words in graded lists. Story comprehension — Student must read and answer specific questions about a passage. Word writing — Student must correctly write words from dictation. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores can be converted to age-equivalent scores, standard scores, percentiles, and stanines. Reliability and validity data were not reported by the publisher |
| Notes |
Reading readiness is one part of this test — it also tests for arithmetic readiness. |
| |
Test of Oral Reading and Comprehension Skills (TORCS)
Author: Morrison F. Gardner
Date Published: 2000
|
| Cost |
$69 for test kit (manual, 15 test booklets, oral reading stories booklet) |
| Time to administer |
depends on child's age (ranges from 15-20 min.) |
| Administration |
Individual |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Decoding
|
Subtests and
skills assessed |
Oral Reading — Students must accurately read passages of text aloud.
Comprehension — After reading passages, students must correctly answer explicit comprehension questions. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Norm -Referenced test - correlated to scores from other tests: Wide Range Achievement TestÑThird Edtion(WRAT-3) and many others. Raw scores can be converted into standard scores, grade-equivalent scores, age-equivalent scores, and percentiles. |
| Notes |
Oral reading is assessed by reading accuracy - basically a decoding 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. |
| |
Texas Primary Reading Inventory
Author: Texas Education Agency, The University of Texas System, & The University of Houston System Date Published: 2010
Date Published: 2010
|
| Cost |
$189.95 for the TPRI® Benchmarking Kit (K-3) that includes the TPRI® Teacher's Guide, Reading Comprehension Story Booklet, Task Cards, and Stopwatch |
| Time to administer |
Varies depending on level and subtests given. |
| Administration |
Individual or Group |
| Grades |
K, 1, 2, 3 |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
Phoneme Awareness
Concepts About Print
Phonological Awareness
|
Subtests and
skills assessed |
Phonemic Awareness — Student must demonstrate awareness of phonemes through a variety of phonological and phoneme awareness tasks (segmentation, deletion, etc.). (Grades K and 1)
Word Reading — Student must correctly identify words in graded lists. (Grades 1, 2, and 3)
Book and Print Awareness — Student must demonstrate knowledge of the function of print and of the characteristics of books and other print materials. (Grade K)
Listening Comprehension — Teacher reads passages aloud to the student, and the student must demonstrate comprehension by answering comprehension questions about the text. (Grades K and 1)
Graphophonemic Knowledge — Student must identify letters by name and demonstrate knowledge of letter-sound (phoneme) correspondence (Grades K and 1), perform word building activities (Grade 1), and spelling activities (Grades 2 and 3).
Reading Accuracy — Student must accurately read aloud graded passages of text. (Grades 1, 2, and 3)
Reading Fluency — Student must read connected text accurately, quickly, and without hesitation. (Grades 1, 2, and 3)
Reading Comprehension — Student must independently read passages of text and correctly answer comprehension questions related to the text. (Grades 1, 2, and 3) |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a criterion-referenced assessment. No normative data is available. Reliability and validity data are available from the publisher. |
| Notes |
TPRI® is a complete solution for assessing and improving the reading skills of K-3 students who receive primary reading instruction in English. Used in more than 75,000 classrooms across the country, TPRI® helps teachers identify students’ strengths and problem areas early and provide effective, data-informed instruction. The TPRI® system guides teachers through every step of improving reading outcomes for all students: Screening, Diagnosis, Intervention, and Monitoring. Teachers start with a brief, reliable universal screener that identifies students at risk for reading difficulties. Once screening has identified children who may be at risk, teachers use the Inventory Section to conduct a more in-depth assessment of struggling students' skills in key areas. Teachers then target instruction to their students' needs with the Intervention Activities Guide. With the brief Progress Monitoring Assessments—one kit for emerging readers, one for beginning readers—teachers will monitor student progress in just a few minutes. |
| |
The Critical Reading Inventory
Author: Mary DeKonty Applegate, Kathleen Benson Quinn, and Anthony J. Applegate
Date Published: 2004
| To Purchase this assessment, you must contact the publisher. |
Pearson Education, Inc
|
http://www.prenhall.com 800-947-7700
|
|
| Cost |
$70.00 |
| Time to administer |
Varies depending on passages read |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Decoding
|
Subtests and
skills assessed |
Word Lists — Student must correctly identify words from increasingly difficult graded lists of regular and irregular words.
Oral Reading — Students read aloud from passages of text while teacher evaluates oral reading accuracy (Optional: teachers can also assess fluency by timing the oral reading).
Oral and Silent Reading Comprehension — After reading each passage (aloud or silently), students must retell the major points of the passage, and they must answer open-ended comprehension questions. The comprehension questions are categorized as "text-based" (explicit), "inference," or "critical response" (evaluative). |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a criterion-referenced assessment; no normative data is provided. |
| Notes |
This assessment comes with an audio CD to provide guidance in administration. |
| |
Wechsler Individual Achievement Test - Second Edition (WIAT-II)
Author: David Wechsler
Date Published: 2005
| To Purchase this assessment, you must contact the publisher. |
The Psychological Corporation - A Harcourt Assessment Co.
|
http://www.PsychCorp.com (800)211-8378
|
|
| Cost |
$604.00 for complete kit |
| Time to administer |
PreK-K: 45 minutes; Grades 1-6: 90 minutes; Grades 7-16: 1.5 - 2 hours |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
|
Subtests and
skills assessed |
Word Reading — Tasks vary with grade level. Students must correctly identify letters of the alphabet, identify and generate rhyming words, identify the beginning and ending sounds (phonemes) of words, match phonemes with letters, and correctly identify words from a graded list.
Pseudoword Decoding — Students must correctly identify pseudowords in a list using reasonable conventions of English spelling-sound relationships.
Reading Comprehension — Students must match written words with pictures, read short sentences aloud correctly and answer explicit comprehension questions, and read longer passages and answer comprehension questions.
Spelling — Tasks vary with grade level. Students must correctly write dictated letters, letter blends, and words.
Written Expression — Tasks vary with grade level. Students must quickly and accurately write the alphabet and dictated words. They must also combine simple sentences and generate new, grammatically correct sentences, and write a short paragraph or essay.
Listening Comprehension — Students must choose a picture that best matches a word or a sentence, and they must generate a word that matches a picture and oral description.
Oral Expression — Students must demonstrate word fluency, repeat sentences verbatim, generate reasonable stories from pictures, and generate directions from verbal or visual cues. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores can be converted to age-equivalent scores, grade-equivalent scores, percentile scores, stanines, and normal curve equivalency scores. This assessment was normed using a nation-wide representative sample of 5,586 individuals. The reliability of the assessment was determined through internal-consistency measures, test-retest measures, and interrater reliability measures. The validity of the assessment was determined using a variety of other published assessments (e.g. WIAT, DAS, PAL-RW, etc.) |
| Notes |
The WIAT-II also includes two math subtests — Numerical Operations and Math Reasoning. |
| |
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|
