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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 Language Comprehension. There are 26 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.
|
 Aprenda: La Preuba de Logros en Espanol - 3rd Edition
Author: Pearson Education, Inc.
Date Published: 2005
|
| Cost |
$265.25 for the basic package |
| Time to administer |
Untimed with flexible guidelines |
| Administration |
Individual |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed |
Sonidos y Letras — Students must match words based on initial and final phoneme, letter identification, letter sound correspondence, and identifying letters within words.
Lectura de Palabras — Students must match words with pictures and must also correctly identify written words.
Lectura de Oraciones — Students must read sentences and match them with the most appropriate picture.
Vocabulario — Students must match words based on meaning (synonyms), and they must define words in context.
Comprension de Lectura — Students must demonstrate reading comprehension through a variety of tasks (two-sentence stories, modified cloze tests, and comprehension questions).
Comprension Auditiva — Students must demonstrate oral language comprehension through tasks that include vocabulary knowledge, sentence comprehension, and story comprehension.
Ortografia — Students must demonstrate correct spelling knowledge by marking the misspelled words in sentences. |
Language(s) tool can
be administered in |
Spanish |
Score reporting
and test design data |
Raw scores can be converted to scaled scores, national and local percentile ranks, stanines, grade equivalent scores, normal curve equivalent scores, Achievement/ability comparisons, group percentile ranks and stanines, content cluster and process cluster performance categories, p-Values, and performance standards. The Aprenda 3 offers newly developed , standards-based content that yields 2004 norm-referenced information and , as desired, customized, criterion-referenced information. This test was developed and normed in Spanish. This is a general battery of assessment tools; reading is only one part of this battery of tests. Other abilities measured are mathematics and language arts. |
| Notes |
There is a battery of 12 test levels that assesses students from kindergarten to grade 12. The two levels of Preprimario (Preprimer) assess the achievement of children in kindergarten and the first half of grade 1. The eight levels of Primario (Primary) and Intermedio (Intermediate) measure the important instructional standards of curricula from the second half of grade 1 to the end of grade 9. The two levels of Avanzado (Advanced) are intended for grades 9-12. In addition to the subtests listed above, this battery also contains an English as a Second Language assessment section (Lenguaje) and an open-ended response section. |
| |
Assessment of Literacy and Language (ALL)
Author: Linda J. Lombardino, R. Jane Lieberman, and Jaumeiko J. C. Brown
Date Published: 2005
|
| Cost |
$249.00 for complete kit |
| Time to administer |
Varies depending upon subtests given |
| Administration |
Individual or Group |
| Grades |
Pre-K, K, and 1 |
Cognitive elements
supported |
Language Comprehension
Cipher Knowledge
Letter Knowledge
Concepts About Print
Semantics (Vocabulary and Morphology)
Syntax
Phonological Awareness
|
Subtests and
skills assessed |
Basic Concepts — Student must point to a picture that is most similar to a verbal description (e.g. "Point to the big tree"). Receptive Vocabulary — Student must point to a picture that best represents a dictated word. Words increase in difficulty. Parallel Sentence Production — The teacher describes a picture using certain grammar, then the student describes a similar picture using the same grammatical structure the teacher did. This is a test of syntax and morphemic knowledge. Word Relationships — Student must describe why pairs of words are related (e.g. SUN and HOT). Rhyme Knowledge — Student must determine whether two words rhyme, decide which word out of a set of words does not rhyme, produce a rhyming word when given a prompt, and complete a sentence with an appropriate rhyming word. Sound Categorization — Student must decide which word out of a set of words does not begin with the same sound (phoneme) as the other words. Elision — Student must omit part of a compound word (e.g. teacher says "cowboy," and student replies with "cow." Letter Knowledge — Student must correctly identify letters (by name, by pointing to them, and by writing them). Phonics Knowledge — Student must identify the sounds (phonemes) that typically correspond to letters and letter clusters. Student must also correctly pronounce simple nonsense-words. Invented Spelling — Student must write dictated words using appropriate spelling-sound conventions. Book Handling — Student demonstrates just the most basic knowledge of concepts about print (e.g. parts of a book, direction of reading) Concept of Word — Student demonstrates more advanced concepts about word boundaries and identifies (without decoding) specific words. Matching Symbols — Student must match identical pairs of letters or numbers as well as clusters of letters. Sight Word Recognition — Student must correctly identify words in a graded list. Rapid Automatic Naming — Student must quickly identify pictures of familiar objects. Word Retrieval — Student is given a category, and must think of as many words as possible that fit that category in one minute (e.g. "Name all of the food items you can think of."). Listening Comprehension — Student must retell important details from a story, and also answer comprehension questions about the story. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This collection of assessments is a mix of norm-referenced and criterion-referenced subtests. Where appropriate, raw scores can be converted into percentile ranks. Data from certain subtest can be combined to provide overall index scores. This assessment was standardized using a nationwide, representative sample of PreK - 1 students. Reliability coefficients were within expected ranges for students of this age range. Validity was determined using subtest intercorrelations, as well as correlations with other existing assessments (e.g. CELF Preschool-2, PIPA, ERDA-2, etc.). |
| Notes |
The different subtests in the ALL are broken down into different levels of investigation. There are indicator assessments (used as a screen for all children), diagnostic assessments (for students who did not perform well on the indicator assessment), and criterion-referenced assessments (for further investigation into the cause of the difficulties). |
| |
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. |
| |
Brigance K & 1 Screen II
Author: Albert Brigance and Frances Page Glascoe
Date Published: 2005
|
| Cost |
$139 per pack of 120 data sheets; $38 for a pack of 30 sheets. |
| Time to administer |
Approximately 15 minutes |
| Administration |
Individual |
| Grades |
Pre-K |
Cognitive elements
supported |
Language Comprehension
Decoding
Cipher Knowledge
Letter Knowledge
Semantics (Vocabulary and Morphology)
Syntax
|
Subtests and
skills assessed |
Identifies Body Parts — Student must name body parts when pointed to.
Gross Motor Skills — Student must demonstrate balance through several tasks.
Color Recognition — Student must point to correct colors as the teacher names them.
Visual Motor Skills — Student must copy shapes accurately.
Prints Personal Data — Student must write first and last name.
Rote Counting — Student counts as high as he or she can.
Numeral Comprehension — Student must match quantity of objects with numerals.
Number Readiness — Student matches groups of objects based on their number.
Reads Uppercase Letters — Student must correctly identify upper-case letters.
Reads Lowercase Letters — Student must correctly identify lower-case letters.
Recites Alphabet — Student must recite the alphabet correctly.
Visual Discrimination — Student must determine whether groups of letters and words are identical or different.
Phonemic Awareness and Decoding — Groups of words all starting with the same phoneme are read aloud to the student, and the student must correctly identify the letter those words all start with.
Listening Vocabulary Comprehension — Sets of words are read aloud to the student. In each set, all but one of the words are semantically related. The student must decide which word does not belong in the set.
Word Recognition — Student must correctly identify grade-appropriate lists of regular and irregular words.
Draws A Person — Student must draw a complete picture of a person, including a variety of body parts.
Computation — Student must solve simple math problems.
Numerals in Sequence — Student must write numerals from one to ten. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
The Brigance Screens were re-standardized and validated in 2005 with 1366 students from across the country. Normative tables are provided to convert raw scores into age-equivalent scores. Reliability and validity procedures and data are provided in the Technical Manual. |
| Notes |
This assessment is described as a criterion-referenced assessment, but normative data is provided which allows the teacher to compare a student's score against typical students at different ages.
Note: This screen manual is no longer available. Data sheets for this screen are still available. A new version "2010 K & 1 Screen" available from Curriculum Associates at: http://www.curriculumassociates.com/products/detail.asp?title=BrigEC-Screens |
| |
Brigance Preschool Screen II
Author: Albert Brigance and Frances Page Glascoe
Date Published: 2005
|
| Cost |
$115.00 for the technical report manual and a 30-pack of data sheets |
| Time to administer |
Approximately 15 minutes |
| Administration |
Individual |
| Grades |
Pre-K |
Cognitive elements
supported |
Language Comprehension
Semantics (Vocabulary and Morphology)
Syntax
|
Subtests and
skills assessed |
Color Recognition — Student must point to correct colors as the teacher names them.
Picture Vocabulary — Student must identify pictures of objects.
Visual Discrimination — Student must determine whether forms and uppercase letters are identical or different.
Visual Motor Skills — Student must copy shapes accurately.
Gross Motor Skills — Student must stand on one foot.
Rote Counting — Student counts as high as he or she can.
Identifies Body Parts — Student must name body parts when pointed to.
Follows Verbal Directions — Student must listen to instructions and follow them.
Number Concepts — Student must count and gives the teacher a specified number of objects.
Responds to Picture — Student describes a scene while the teacher makes note of vocabulary, syntax, and prediction.
Articulates Initial Sounds — Student is asked to name pictures of objects while teacher notes whether the student correctly pronounces the initial sound (phoneme) in each word. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
The Brigance Screens were re-standardized and validated in 2005 with 1366 students from across the country. Normative tables are provided to convert raw scores into age-equivalent scores. Reliability and validity procedures and data are provided in the Technical Manual. |
| Notes |
This assessment is described as a criterion-referenced assessment, but normative data is provided which allows the teacher to compare a student's score against typical students at different ages. |
| |
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. |
| |
Group Reading Assessment and Diagnostic Evaluation (GRADE)
Author: Kathleen T. Williams
Date Published: 2001
| To Purchase this assessment, you must contact the publisher. |
Pearson
1330 Avenue of the Americas, 17th Floor, NY, NY 10019
|
http://www.pearsonschool.com 1-800-321-3106
|
|
| Cost |
$230.50 set for levels P and K; $220.50 set for levels 1,2,3; $323.50 set for levels 4,5,6, M, H, A. |
| Time to administer |
45 minutes to 2 hours (depending on level) |
| Administration |
Individual or Group |
| Grades |
Pre-K, K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Letter Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
Listening Comprehension — Student listens to a sentence read orally by the teacher, and decides which picture best matches that sentence. Different items focus on comprehension of vocabulary, grammar, idiom, inference, and non-literal expressions. (Level P, K, 1)
Picture Matching — Student must determine which two figures are identical. (Level P)
Picture Differences — Student must determine which picture is different from the other three. (Level P)
Verbal Concepts — Student must select the picture that best matches a verbal description. (Level P)
Picture Categories — Student must select the picture of an object which object does not belong in the same semantic category as other objects in the set. (Level P)
Sound Matching — Student must match two words based on beginning or ending sound (phoneme). Pictures are used as cues to help the student remember the comparison words. (Level P, K)
Rhyming — Student must determine whether two words rhyme or not. (Level P, K)
Print Awareness — Student must demonstrate knowledge of print conventions by identifying various elements of print such as capital letter, word, or sentence. (Level K)
Letter Recognition — Student must accurately identify upper-case and lower-case letters. (Level K)
Same and Different Words — For some items, the student must determine which of four alternatives is identical to a target word. For the other items, the student must determine which word is different from the target word. (Level K)
Phoneme-Grapheme Correspondence — Student must identify the letter that given words begin or end with.
Word Reading — Student must match spoken words with written words. Both regular and irregular words are used in this task. (Level 1, 2)
Word Meaning/Vocabulary — Student must match written words with pictures. (Level 1, 2, 3)
Sentence Comprehension — Student reads a sentence with a word missing, and then must decide which word would best complete the sentence. Simple, compound, and complex sentences are used. (Level 1, 2, 3)
Passage Comprehension — Student reads a passage of text and responds to multiple-choice comprehension questions (both explicit and implicit). (Level 1, 2, 3) |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a norm-referenced assessment — raw scores from each of the subtests can be converted to stanines. Composite and total test raw scores can be converted to stanines, standard scores, percentiles, normal curve equivalencies, and grade equivalencies. Reliability coefficients for alternate form and test-retest were in the .90 range. Concurrent and predictive validity was assessed using a variety of other standardized reading assessments (e.g. TerraNova, Iowa Test of Basic Skills, California Achievement Test, etc.) |
| Notes |
Alternate forms of this assessment are provided for each level. The levels of this assessment are as follows: Level P for pre-kindergarten and kindergarten; Level K for kindergarten and first grade, Level 1 for kindergarten, first, and second grade; Levels 2-6 for upper elementary school; Level M for middle school grades 5 through 9; Level H for high school, and Level A for upper high school and post secondary students. Multiple scoring options are available from the publisher, as well as an on-line reporting and management system. |
| |
Kindergarten Readiness Test (KRT)
Author: O.F. Anderhalter and Jan Perney
Date Published: 2004
| To Purchase this assessment, you must contact the publisher. |
Scholastic Testing Service (STS)
480 Meyer Road
Bensenville, IL 60106-1617
|
http://www.ststesting.com/krt.html (800) 642-6787
|
|
| Cost |
$50.45 for a starter kit |
| Time to administer |
90 minutes |
| Administration |
Individual or Group |
| Grades |
K |
Cognitive elements
supported |
Language Comprehension
Letter Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
Vocabulary — Words are read aloud by the teacher, and the student must select a picture that best goes with that word.
Identifying Letters — Letters are recited by the teacher, and the student must select the correct letter (out of a set of five).
Visual Discrimination — Students must match identical numbers, letters, and patterns from a set of foils.
Phonemic Awareness — Students must match pictures based on either on their rhyme or first phoneme.
Comprehension and Interpretation A short story is read aloud by the teacher, and students must select a picture that best matches the story. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores can be converted to percentiles or stanines. A guide is also provided to convert scores into criterion-referenced readiness categories (Above Average, Average, etc.). Reliability and validity data were not released by the publisher. |
| Notes |
Mathematical Knowledge is also assessed by this test battery. |
| |
Metropolitan Achievement Tests, Reading Diagnostic Tests - 8th Edition (MAT-8)
Author: The Psychological Corporation
Date Published: 2002
|
| Cost |
$57.25 for complete battery |
| Time to administer |
Approximately 2 hours for K, approximately 4 hours for 1 and 2 |
| Administration |
Group |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Cipher Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
At the pre-primer / primer level, there are 2 literacy-related subtests:
Sounds and Print — Questions in this subtest vary in focus; some questions ask students to identify rhyming words, others ask students to choose a picture of an object whose name begins with the same sound (phoneme) as a target word, others ask students to choose a printed word that begins with the same sound (phoneme) as a target word.
Language — Some questions in this subtest focus on basic vocabulary knowledge, others focus on knowledge about the world (e.g. something that flies and gathers twigs for its nest is a ... bird).
At the Primary / Elementary level, there are 5 multiple-choice, literacy-related subtests and one open-ended reading subtest:
Sounds and Print — Questions in this subtest vary in focus; for some questions the student must choose a printed word that contains the same beginning, middle, or ending sound (phoneme) as a target word. For other questions, students must match printed words with a picture.
Reading Vocabulary — Students must demonstrate knowledge of word meaning by choosing synonyms and antonyms of words.
Reading Comprehension — For some items, students must read simple sentences and select a picture that best corresponds with what they read. Other items involve reading a passage and answering comprehension questions.
Language — Students listen to a passage read aloud and answer questions about the passage. Some questions focus on vocabulary or concepts, others focus on syntax and proper grammar.
Spelling — Students identify which word out of a set is spelled correctly.
Reading (Open Ended) — Students must read and respond to short passages of text in an open-response format. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Norms for Fall and Spring are provided. Raw scores can be converted into percentile ranks, stanines, grade equivalent scores, scaled scores, and normal curve equivalent (NCE) scores. Also content cluster performance indicators are available. This assessment was standardized and normed using a very large, nation-wide, representative sample of students. Test-retest and alternate form reliability coefficients were found to be in excess of 0.80 for all reading related subtests on the pre-primer to elementary level tests. Validity was determined using the MAT-7 and the OLSAT. |
| Notes |
This assessment battery also includes subtests in math, and the primary / elementary level versions contain subtests for science and social studies. |
| |
Oral and Written Language Scales (OWLS)
Author: Elizabeth Carrow-Woolfolk
Date Published: 1995
|
| Cost |
$380.00 for complete kit |
| Time to administer |
15 to 25 minutes |
| Administration |
Individual or Small Groups |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Language Comprehension
|
Subtests and
skills assessed |
Listening comprehension — Student must match oral descriptions with pictures.
Oral expression — The student must respond to a verbal description and a picture by either answering a question, completing a sentence, or by generating a complex response.
Written expression — Student's writing samples are evaluated based on handwriting, spelling, punctuation, capitalization, syntax, and composition. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores can be converted into standard scores, percentile ranks, normal curve equivalent scores (NCEs), stanines, and age-equivalent scores. This assessment was normed on nationwide sample of 1,795 children in 1991. Test-retest reliability measures were found to be in the .80 range; criterion validity was assessed using the Test for Auditory Comprehension of Language (revised), the Peabody Picture Vocabulary Test (revised), and the Clinical Evaluation of Language Fundamentals (revised). |
| Notes |
Computer software to assist in scoring is available for both PC and Macintosh computers. |
| |
Preschool Language Scale - 4th Edition (PLS-4)
Author: Irla Lee Zimmerman, Violette G. Steiner, and Roberta Evatt Pond
Date Published: 2002
| To Purchase this assessment, you must contact the publisher. |
The Psychological Corporation - A Harcourt Assessment Co.
|
http://PsychCorp.com 800-211-8378
|
|
| Cost |
$245.00 for manuals and 15 record forms |
| Time to administer |
20 to 45 minutes depending on age of child |
| Administration |
Individual |
| Grades |
Pre-K, K, 1 |
Cognitive elements
supported |
Language Comprehension
|
Subtests and
skills assessed |
Auditory comprehension — Items vary; some items measure the child's ability to focus attention for a period of time, but most focus on the child's understanding of vocabulary (picture-word or picture-phrase matching) and following directions (e.g. "show me your wrist").
Expressive communication — Items vary; some items focus on expressive vocabulary, some focus on syntactic knowledge or semantic knowledge, and some measure the child's ability to convey coherent concepts. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores can be converted into standard scores, percentile ranks and age equivalent scores. This test was standardized on a nationwide, representative sample of 2,400 children. Test-retest reliability is in the .90 range, and the inter-rater reliability correlation was nearly perfect. The validity of this assessment was established using the PLS-3 and the Denver II. Clinical validity studies with children with special needs were also conducted to provide evidence of PLS-4 validity. |
| Notes |
This test can be used long before the child enters preschool — some items are appropriate for new-born infants. The tasks are ordered to reflect sequential developmental milestones in language. There are three supplemental measures provided with this assessment: An articulation screener, a language sample checklist, and a caregiver questionnaire. |
| |
Process Assessment of the Learner (PAL) — Test Battery for Reading and Writing
Author: Virginia Wise Berninger
Date Published: 2001
| To Purchase this assessment, you must contact the publisher. |
The Psychological Corporation - A Harcourt Assessment Co.
|
http://PsychCorp.com 800-211-8378
|
|
| Cost |
$1329.45 |
| Time to administer |
45 to 60 minutes, but may vary depending on level and subtests given |
| Administration |
Individual |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Language Comprehension
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Phonological Awareness
|
Subtests and
skills assessed |
Alphabet Writing — Student is instructed to write the alphabet quickly and accurately. There is a 5-minute time limit, and a scoring rubric is used to determine whether letters are written correctly.
Receptive Coding — On some items, student compares two words to determine if they are identical. On other items, student determines whether a letter is contained within a word.
Expressive Coding — Teacher pronounces nonsense words aloud, and the student must write them using appropriate spelling-sound conventions.
RAN-Letters — Student must quickly and accurately identify letters of the alphabet.
RAN-Words — Student must quickly and accurately identify common, high-frequency words.
RAN-Digits — Student must quickly and accurately identify numbers.
RAN-Words and Digits — Student must quickly and accurately identify common, high-frequency words and numbers.
Note-Taking Task A — Teacher reads a simulated lecture aloud to the student, and the student must capture both the main idea of the lecture and also supporting ideas.
Rhyming — Two rhyming words and one non-rhyming word are presented to the student, and the student must determine which word does not rhyme.
Syllables — Student must identify, isolate and delete syllables in words and nonsense-words (e.g. say "hotcake" without "cake").
Phonemes — Student must identify, isolate and delete phonemes in words and nonsense-words (e.g. say "pill" without "ill").
Rimes — Student must isolate and delete rimes from words and nonsense words (e.g. say "weather" without "eth").
Word Choice — Student must decide which spelling of a word (out of three choices) is correct.
Pseudoword Decoding — Student must correctly pronounce pseudowords.
Story Retell — Student must listen to a story, and retell the important details from the story. A few comprehension questions are also given to prompt the student. Responses are open-ended and a rubric is provided to guide scoring responses.
Finger Sense — Student must engage in a variety of tasks involving the fingers (e.g. touch finger and thumb, identify which finger is being touched by the teacher, identify the letter or number that the teacher "writes" on the finger with a wooden stylus).
Sentence Sense — Student must identify which of three similar sentences is correctly written.
Copying — Student must accurately and quickly copy sentences and paragraphs.
Note-Taking Task B — Similar to Note-Taking Task A (see above) |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores on each subtest can be converted to decile scores, so students in each grade can be compared against the performance of a national sample of students. The test was standardized using a representative nation-wide sample of students. The validity of the assessment was established through correlations with other existing assessments (e.g. WIAT-II and PPVT-III) |
| Notes |
Different subtests are appropriate for students at different grades, and not all subtests would be given to every student. |
| |
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. |
| |
School Readiness Test (SRT)
Author: O.F. Anderhalter and Jan Perney
Date Published: 2004
| To Purchase this assessment, you must contact the publisher. |
Scholastic Testing Service (STS)
480 Meyer Road
Bensenville, IL 60106-1617
|
http://www.ststesting.com/srt.html (800) 642-6787
|
|
| Cost |
$77.05 for a starter kit |
| Time to administer |
90 minutes |
| Administration |
Individual or Group |
| Grades |
K |
Cognitive elements
supported |
Language Comprehension
Letter Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
Vocabulary — Words are read aloud by the teacher, and the student must select a picture that best goes with that word.
Identifying Letters — Letters are recited by the teacher, and the student must select the correct letter (out of a set of five).
Visual Discrimination — Students must match identical numbers, letters, and patterns from a set of foils.
Phonemic Awareness — Students must match pictures based on either on their rhyme or first, middle, or last phoneme.
Comprehension and Interpretation A short story is read aloud by the teacher, and students must select a picture that best matches the story.
Developmental Spelling Ability — Words are recited aloud by the teacher, and the students must spell them correctly.
Handwriting — Student must accurately copy letters, numbers, and shapes. |
Language(s) tool can
be administered in |
English and Spanish |
Score reporting
and test design data |
Raw scores can be converted to percentiles or stanines. A guide is also provided to convert scores into criterion-referenced readiness categories (High, Above Average, Average, etc.). This test was standardized and normed using a nation-wide sample of 3,071 students. Reliability was determined using part-score techniques. Validity was determined using intercorrelations among the subtests. |
| Notes |
This is a test of reading readiness given to students at or before the beginning of 1st grade to determine their aptitude for reading. Mathematical Knowledge is also assessed by this test battery. |
| |
Stanford Achievement Test — 10th Edition (SAT-10)
Author: Harcourt Assessment, Inc
Date Published: 2004
|
| Cost |
$312.00 for complete battery of basic materials |
| Time to administer |
Varies depending on level and subtests given |
| Administration |
Group |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Reading Comprehension
Language Comprehension
Decoding
Cipher Knowledge
Semantics (Vocabulary and Morphology)
|
Subtests and
skills assessed |
Sounds and Letters — Students must demonstrate knowledge in a variety of early reading domains, including phonological awareness, orthographic awareness, and alphabetic principle. (SESAT 1 and 2 only)
Word Study Skills — Students must recognize structural elements of printed words and demonstrate knowledge of spelling-sound (phoneme) conventions. (Primary 1 through Intermediate 1)
Word Reading — Student must demonstrate word decoding skills through different tasks, such as matching printed words with spoken words and matching pictures with written words. (SESAT 1 and 2 and Primary 1 only)
Sentence Reading — Student must read and understand predictable sentences, simple sentences, pairs of related sentences, and the student must also demonstrate awareness of onset-rime. (SESAT 2 and Primary 1 only)
Reading Vocabulary — Students must demonstrate knowledge of vocabulary by identifying synonyms, identifying multiple meanings of words, and using context clues to determine the meaning of an unknown word. (Primary 2 through TASK 3)
Reading Comprehension — Students must read passages of text and either (depending upon level) match the text with pictures, complete sentences with missing words (Cloze task), or answer implicit and explicit comprehension questions. Beyond the Primary 2 Level, passages cover a variety of genres (literary, informational, and functional). (Primary 1 through TASK 3)
Language — Different forms of the Language subtest are available for testing word and sentence level skills such as capitalization and punctuation (Form A) or prewriting, composing and editing (Form D). (Primary 1 through TASK 3)
Spelling — Students must choose from among 3 choices the correctly spelled word. (Primary 1 through TASK 3)
Listening Vocabulary — The teacher reads each sentence aloud, and then students must determine the meaning of a vocabulary word used in that sentence. (SESAT 1 through Advanced 2)
Listening Comprehension — Students listen to passages read aloud by the teacher and then must read and answer inferential, explicit, and evaluative comprehension questions about the passage. Passages represent a variety of genres with greater emphasis placed on literary genres at the lower levels. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a norm-referenced assessment. Raw scores can be converted into scaled scores, percentile rank scores, stanine scores, grade-equivalent scores, and normal curve equivalent scores. Reliability was assessed using internal-consistency measures, alternate-form measures, and with repeated-measurement. Validity was determined using other standardized assessments (SAT-9, Otis-Lennon, etc.). This assessment was standardized using a nation-wide representative sample of students in 2002. |
| Notes |
The first two levels of the SAT-10 (SESAT 1 and SESAT 2) have only one test form, but all other levels have two equivalent forms for valid pre- and post-testing. In addition to the Reading, Spelling, Language, and Listening subtest are described here, the SAT-10 contains other subtests for Mathematics, Science, Environment, and Social Science. |
| |
Stanford Diagnostic Reading Test — 4th Edition (SDRT-4)
Author: Bjorn Karlsen and Eric F. Gardner
Date Published: 2005
|
| Cost |
$97.60 |
| Time to administer |
Varies depending on level and subtests given |
| Administration |
Group |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Language Comprehension
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
Sounds (Phonemic Awareness) — Students must select a picture that matches a spoken word dictated by the teacher.
Letters (Phonics) — Students must select a picture that depicts an object whose name begins with or ends with the same sound (phoneme) as a word dictated by the teacher (e.g. teacher says DUCK, and student selects a picture of a dog because both begin with the same phoneme).
Words (Vocabulary) — Students must select a picture that best represents a dictated word or phrase.
Pictures (Fluency) — Students must examine a picture for 3 seconds, and then they must find an identical picture from a set (without referring back to the original picture).
Stories (Comprehension) — The teacher reads aloud passages of text, followed by short questions, and the students must select pictures that best answer those questions. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores can be converted into scaled scores, percentiles, stanines, normal-curve equivalents, and grade equivalents. Information is also provided to help teachers relate student performance to criterion objectives. Reliability was assessed using internal-consistency measures. Validity was determined using the OLSAT-8 |
| Notes |
The publisher only sent information about the Pink and Teal Levels of the SDRT-4 (Grades K - 1), so that is all that has been reviewed here. However, other levels of the SDRT-4 are also available for all grades K-12. |
| |
Stanford 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). |
| |
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 Early Language Development - Third Edition (TELD-3)
Author: Wayne Hresko, D. Kim Reid, and Donald Hammill
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 |
$158.00 for complete kit. |
| Time to administer |
15 - 40 minutes depending on child's age and ability |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2 |
Cognitive elements
supported |
Language Comprehension
|
Subtests and
skills assessed |
Receptive Language — The student must demonstrate receptive language comprehension through a variety of tasks. Some items involve following simple instructions (e.g. stand up and touch your nose), but most involve identifying pictures or words based on a prompt from the examiner (e.g. "Point to the child that is first in line" "Which word goes with mother — baby or tree?")
Expressive Language — The student must demonstrate expressive language skills through a variety of tasks. Some tasks involve picture naming, others involve using a rubric to score a student's verbal descriptions of events or interests. |
Language(s) tool can
be administered in |
English |
| Notes |
Items within each subtest are broken down into semantic items and syntax items, so some items depend on the student's background knowledge and vocabulary to answer (e.g. the student points to the picture that depicts what the examiner describes), and others depend on the student's appreciation for how proper sentences are constructed (e.g. the student determines if a sentence "sounds right"). Two forms of the test are available for pre- and post-test applications. |
| |
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. |
| |
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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