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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 Concepts About Print. There are 16 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.
|
 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. |
| |
Basic Reading Inventory — 10th Edition
Author: Jerry L. Johns
Date Published: 2008
|
| Cost |
$64.95 for book and CD-ROM (which includes reproducible record booklets) |
| Time to administer |
Varies depending upon subtests given |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2, 3, and higher |
Cognitive elements
supported |
Decoding
Phoneme Awareness
Letter Knowledge
Concepts About Print
Phonology
|
Subtests and
skills assessed |
This book contains a collection of early literacy assessments for young students as well as reading comprehension and competence assessments for older students.
Early literacy assessments:
Letter Knowledge — student identifies each of 26 upper-case and lower-case letters.
Writing — Student demonstrates knowledge of print concepts by writing letters, words, and sentences (not from dictation).
Literacy Knowledge — Student demonstrates knowledge of print concepts by answering questions about print (point to letter, tell purpose of punctuation, etc.)
Wordless Picture Reading — Student makes up a story based on pictures given in a sequence.
Caption Reading — Student reads captions under pictures aloud. Oral reading accuracy is assessed.
Auditory discrimination — A test of the student's phonology; pairs of identical or similar words are read aloud to the student, and the student determines if the word pairs are the same or different.
Phoneme Awareness (Spelling) — Not really a test of phoneme awareness (see notes). Words are read aloud to the student, and the student must spell the word.
Phoneme Segmentation — This is a test of phoneme awareness (see notes). Words are read aloud to the student, and the student must repeat the word inserting a pause between each phoneme.
Word Knowledge — Students identify each word in a list and are rated on their accuracy.
Passage Reading — at the pre-primer level, very short passages of text are read aloud while the teacher monitors reading accuracy.
Reading Inventory
Graded Word Lists — Modified Dolch lists designed to help teachers quickly estimate the reading level of students. The lists are meant to be followed by passages of connected text.
Oral Reading Accuracy — Student reads passages aloud; teachers record the different types of errors or "miscues" the student makes.
Oral Reading Fluency — a note is made that teachers can use the graded reading passages to assess oral reading fluency for rate and expression. Norms for reading rates are provided.
Oral Reading Comprehension — Passages are a mix of expository and narrative form. Explicit comprehension questions about details from the text are provided after each passage, but teachers are encouraged to supplement the questions with retelling and discussion.
Listening Comprehension — A note is made that passages can be used to determine a student's "listening comprehension level." |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
This is a criterion-referenced collection of assessments. No normative or validation information is provided. |
| Notes |
This collection of assessments is primarily designed to help teachers identify each student's independent, instructional, and frustration reading levels. Guides are provided to help teachers determine each child's different reading levels. Some of the reading passages are equivalent in difficulty, so teachers can use this assessment as a pre- and post-test of reading competence. The Phoneme Awareness (Spelling) assessment is really a test of letter-sound knowledge — the Phoneme Segmentation test is actually a test of phoneme awareness. |
| |
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. |
| |
Dominie Reading and Writing Assessment Portfolio (Revised)
Author: Diane DeFord
Date Published: 2004
|
| Cost |
$242.95 for Grades K-3 and $172.50 for Grades 4-8 |
| Time to administer |
Varies depending on grade and subtests given |
| Administration |
Individual or Small Groups |
| Grades |
K, 1, 2, 3, and higher |
Cognitive elements
supported |
Decoding
Cipher Knowledge
Phoneme Awareness
Letter Knowledge
Concepts About Print
|
Subtests and
skills assessed |
Show Me the Book — Student must write his or her own name, and then must demonstrate knowledge of print conventions (e.g. point to a letter, point to a word, etc.). A rubric is provided for scoring the name writing. (Level K)
Oral Reading and Comprehension — Student must read accurately and fluently from passages of text. Guides are provided for observing and assessing the oral reading behavior of a student. (Level K, 1, 2, 3)
Phonemic Awareness — For half of the items, students must push up a coin with each sound (phoneme) they hear in a nonsense word (Elkonin Box Task). For the rest of the items, students must determine what word remains when a phoneme is deleted (e.g. delete /p/ from PART). (Level K, 1)
Inventory of Onsets and Rimes — Student must identify the appropriate phoneme that corresponds to each letter or letter cluster. (Level 1, 2, 3)
Reading Words from Lists — Student must correctly identify high-frequency words from graded lists. (Level K, 1, 2, 3)
Letter Knowledge — Student must correctly identify lower-case and upper-case letters. (Level K, 1)
Core Writing Words — Student must write all the words he or she can in 10 minutes. (Level K, 1)
Sentence Writing and Spelling — Students must write words and sentences from dictation, and must also produce appropriate sentences without dictation. (Level K, 1, 2, 3) |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Some subtests can be examined in relation to normative data. For those subtests, raw scores can be converted into stanines. For other subtests, criterion scores are provided. |
| Notes |
There are multiple versions of many subtests to allow for repeated assessment (Form A and B). Some of the reading passages are intended for informal follow-up and monitoring. A flow-chart of benchmark assessment and monitoring is provided. This assessment is also available for grades 4-8. |
| |
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. |
| |
Observation Survey of Early Literacy Achievement, Revised 2nd Edition
Author: Marie M. Clay
Date Published: 2005
|
| Cost |
$29.50 for book containing reproducible assessments |
| Time to administer |
Unknown |
| Administration |
Individual |
| Grades |
K, 1, 2, 3 |
Cognitive elements
supported |
Decoding
Letter Knowledge
Concepts About Print
|
Subtests and
skills assessed |
Oral Reading — Student reads aloud from passages of text while the teacher monitors accuracy. Instructions for how to take a "running record" and record miscues are provided.
Concepts of Print — Students demonstrate knowledge of 22 print concepts (front of book, back of book, text direction, etc. )
Letter Identification — Student must correctly identify both upper- and lower-case letters.
Word Reading — Student must correctly identify "sight" words from graded lists.
Writing Vocabulary — Student must write as many words as he or she knows.
Hearing and Recording sounds in words — Student must correctly write (encode) words from a dictated passage. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores are converted to stanines. Norms and reliability measures were established on each subtest separately and are summarized in the book. |
| Notes |
This book is broken into two parts — the first part instructs teachers on how to observe and make sense of the reading behavior of children as they read aloud. The second part is a collection of assessment tools that measure more specific skills in the emergent reader (It should be noted that the books that accompany the concepts about print test, "Stones" and "Sand," must be purchased separately). All together, it provides the administrator with the power to customize assessment to the individual. With multiple tests, developmental progress can be monitored. This book, further, offers suggestions to various reading problems. |
| |
Phonological Awareness Literacy Screening - K (PALS-K)
Author: Marcia Invernizzi, Connie Juel, Joanne Meier, and Linda Swank
Date Published: 2005
| To Purchase this assessment, you must contact the publisher. |
University of Virginia
|
http://pals.virginia.edu 1-888-UVA-PALS
|
|
| Cost |
$75.00 for materials to screen 25 students in the fall and spring and a assessment CD-ROM |
| Time to administer |
No time limits, but should be completed within a 2 week window |
| Administration |
Individual or Small Groups |
| Grades |
K |
Cognitive elements
supported |
Decoding
Cipher Knowledge
Letter Knowledge
Concepts About Print
Phonological Awareness
|
Subtests and
skills assessed |
Rhyming — Student must match pictures of objects based on whether they rhyme or not.
Beginning Sound Awareness — Student must match pictures based on their initial sound (phoneme).
Lower-Case Alphabet Recognition — Student must correctly identify lower-case letters.
Letter-Sound Knowledge — Student must provide an appropriate sound (phoneme) that corresponds to each letter
Spelling — Student must correctly write simple 3-letter (CVC) words from dictation.
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.
Word Identification in Isolation — Student must correctly identify regular words from a grade-appropriate list. |
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. |
| |
Phonological Awareness Literacy Screening PreK (PALS-PreK)
Author: Marcia Invernizzi, Amie Sullivan, Joanne Meier, and Linda Swank
Date Published: 2004
| To Purchase this assessment, you must contact the publisher. |
University of Virginia
|
http://pals.virginia.edu 1-888-882-7257
|
|
| Cost |
$75.00 for materials to screen for 20 students twice |
| Time to administer |
20-25 minutes |
| Administration |
Individual |
| Grades |
Pre-K |
Cognitive elements
supported |
Cipher Knowledge
Letter Knowledge
Concepts About Print
Phonological Awareness
|
Subtests and
skills assessed |
Name Writing — Student must draw a picture of himself or herself, and label the picture with his or her name.
Upper-Case Alphabet Recognition — Student must correctly identify upper-case letters.
Lower-Case Alphabet Recognition — Student must correctly identify lower-case letters (only given if student knows 9 or more upper-case letters).
Letter Sounds — Student must provide an appropriate sound (phoneme) that corresponds to each letter (only given if student knows 9 or more upper-case letters).
Beginning Sound Awareness — Student must match pictures based on their initial sound (phoneme).
Print and Word Awareness — Student must demonstrate knowledge of a variety of print concepts.
Rhyme Awareness — Student must match pictures based on rhyme.
Nursery Rhyme Awareness — Teacher reads aloud common, familiar nursery rhymes, and student must provide the very last word in the rhyme when prompted. |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Items and testing procedures for each subtest were normed and validated in over 14 schools across Virginia between 2000 and 2004. Test-retest and split-half reliability assessments were well within the expected range. Validity was assessed using a previous version of PALS-PreK, as well as the Test of Awareness of Language Segments, the Child Observation Record, and the Test of Early Reading Ability - 3rd Edition. |
| Notes |
This revised version of the PALS-PreK corrects ceiling effects that existed in earlier versions (i.e. some subtests were too easy for most students). |
| |
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). |
| |
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 Reading Ability-3rd Edition (TERA-3)
Author: D. Kim Reid, Wayne Hresko, and Donald Hammill
Date Published: 2002
| 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 |
$288.00 for a classroom kit. |
| Time to administer |
15 to 30 minutes |
| Administration |
Individual |
| Grades |
Pre-K, K, 1, 2, 3 |
Cognitive elements
supported |
Letter Knowledge
Concepts About Print
|
Subtests and
skills assessed |
Construction of meaning — Student demonstrates awareness of print, knowledge of environmental print, categorical vocabulary (see notes), and reading comprehension.
Alphabet knowledge — Student must correctly identify letters of the alphabet.
Conventions — Student demonstrates knowledge of print concepts by interacting with a book and answering questions (e.g. front of book, direction of text, etc.) |
Language(s) tool can
be administered in |
English |
Score reporting
and test design data |
Raw scores can be converted into standard scores, and percentiles. This assessment tool was normed on national sample of 1,454 children in 15 states. Reliability measures are in the .90 range, and validity measures, assessed using the Basic School Skills Inventory, were found to be in the .55 range. |
| Notes |
Examiners no longer have to prepare their own items that require the use of company logos. All pictures have been drawn in color to present a more appealing look to children. Categorical vocabulary in this assessment consists of identifying that belong to a semantic category. Part of the alphabet knowledge subtest score is determined by oral reading accuracy. Two forms of the test are available for test-retest applications. Software for scoring is available from the publisher. |
| |
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. |
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