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 . There is 1 test that matches your search.
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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.
Standardized Reading Inventory - 2nd Edition (SRI-2)
Author: Phyllis L. Newcomer
Date Published: 1999
|To Purchase this assessment, you must contact the publisher.|
|ProEd Publishing Co.
8700 Shoal Creek Blvd.
Austin, TX 78757-6897
||$291.00 for a classroom kit|
|Time to administer
||15 to 45 minutes (see notes)|
||Individual or Group|
||Pre-K, K, 1, 2, 3, and higher|
Semantics (Vocabulary and Morphology)
|Vocabulary in Context — Teacher reads a sentence aloud that contains a target vocabulary word. The student must select a word from a set that has the same meaning as the target vocabulary word. This is an optional subtest. |
Words in Isolation — Student must accurately read words aloud from graded word lists. Words are "sight words" and are a mix of regular and irregular words.
Reading Errors — Students read graded passages aloud while the teacher notes hesitations and the types of errors made (reversals, omissions, etc.)
Passage Comprehension — After reading a passage of text aloud, students are asked comprehension questions. The types of questions range from factual (explicit) to inferential to predictive.
|Language(s) tool can
be administered in
and test design data
|Raw scores can be converted into age-equivalent scores, grade-equivalent scores, percentile scores, and standard scores. The reliability of this assessment was determined using alternate form comparison and inter-rater reliability. This assessment was validated using existing, comparable reading assessments (GORT, CTOPP, TWRF).|
||Teachers are also encouraged to monitor other reading behaviors such as head movement, finger pointing, nervousness, attitude, etc. Instructions for how to categorize childrenÕs oral reading miscues are provided with this test. Two forms of the test are available for test-retest applications.|
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