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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 Knowledge of the Alphabetic Principle. There are 2 tests that match your search.
Results are sorted by name.
Other Searches and Summary Charts:
You can also perform an new search of the assessment database
to look for more specific information about reading tests, or you can view a
summary chart comparing all assessments and their features.
The Reading Assessment Clipboard:
If you would like to keep track of reading assessments that interest you, you can add them to your
"Assessment Clipboard" for later viewing and printing. You even have the option to e-mail the details about
the assessments to yourself or others.
- To view the clipboard, click on the large clipboard image to the right.
- To add an assessment to the clipboard, click on the tiny clipboard next to the assessment name as seen in the list of assessments below.
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 Abecedarian Reading Assessment
Author: Sebastian Wren and Jennifer Watts
Date Published: 2002
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| Cost |
Free download |
| Time to administer |
Varies depending on subtests given |
| Administration |
Individual |
| Grades |
K, 1 |
Cognitive elements
supported |
Decoding
Cipher Knowledge
Lexical Knowledge
Phoneme Awareness
Knowledge of Alphabetic Principle
Letter Knowledge
Semantics (Vocabulary and Morphology)
Phonological Awareness
|
Subtests and
skills assessed |
Letter Knowledge — Students must quickly and correctly identify upper-case and lower-case letters (mixed) of the alphabet. Students must also not incorrectly identify "foils" as letters (e.g. numbers, punctuation marks, etc.).
Rhyming Perception — Student must determine if two words rhyme.
Identity Perception — Student must determine if a word contains a certain phoneme (e.g. do you hear /s/ in "card"?).
Rhyming Production — Student must produce at least two rhyming words for each target word.
Identity Production — Student must produce a word that contains a specified phoneme (e.g. give me a word that contains a /t/)
First Sounds — Student must identify the first sound (phoneme) in each word.
Last Sounds — Student must identify the last sound (phoneme) in each word.
Phoneme Segmentation — Student must say a word aloud with a clear pause inserted between each phoneme in the word.
Alphabetic Principle — Student must determine which of two written words is being spoken by the teacher (can be determined by length of the word).
Vocabulary Production — Student must generate a reasonable definition for each word in a list.
Vocabulary Antonyms — Student must determine which word has the opposite meaning of a target word.
Vocabulary Synonyms — Student must determine which word has a similar meaning as a target word.
Decoding Fluency — Student must quickly and accurately identify a mix of regular and irregular words.
Decoding Irregular Words — Student must accurately identify a set of irregular words.
Decoding Regular Words — Student must accurately identify a set of regular words. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a criterion-referenced assessment. No normative data is reported. |
| Notes |
This assessment is available for free download (in PDF format) from http://www.balancedreading.com/assessment/. The authors recommend using certain subtests as a screen for all students, and using the rest of the subtests to more carefully examine students who did not do well on the screen. This assessment is appropriate for kindergarten and beginning-of-year 1st grade. |
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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
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|
| 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). |
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