Category Archives: Literacy test

Test of Word Reading Efficiency

By duncwilson | Published: May 21, 2011

Raw scores can be converted into percentiles, standard scores, and age- and grade-equivalent scores.  Normed on a representative nationwide sample of more than 1,500 students.  Reliability coefficients were in the .85 to .90 range, and validity measures are available from the publisher. List reading fluency has been found to be highly correlated with passage-reading fluency. [...]

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Test of Reading Comprehension

By duncwilson | Published: May 21, 2011

The reading directions of schoolwork literacy assessment subtest requires that the student demonstrate some competence in specific skills — in addition to being able to read the instructions, the child must be able to accomplish each task such as: “In each box, underline the words that go together,” and “draw a line under the little [...]

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Assessment of Literacy and Language

By duncwilson | Published: May 21, 2011

SUBTESTS AND SKILLS ASSESSED: Basic Concepts — In this literacy assessment the 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 — [...]

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Phonological Awareness Literacy Screening – 1-3

By duncwilson | Published: May 21, 2011

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 [...]

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Brigance Diagnostic Comprehensive Inventory of Basic Skills

By duncwilson | Published: May 21, 2011

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 [...]

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Phonological Awareness Literacy Screening

By duncwilson | Published: May 21, 2011

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, [...]

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Diagnostic Assessments of Reading

By duncwilson | Published: May 21, 2011

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) [...]

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Receptive One-Word Picture Vocabulary Test

By duncwilson | Published: May 21, 2011

Raw scores can be converted into standard scores, age-equivalent scores, and percentiles.  English version -normed nationally with a representative sample of individuals residing in the US.   Spanish version – national norms based on a sample of Spanish-bilingual individuals residing in the US.  Both are co-normed with the Expressive One-Word Picture Vocabulary Test (EOWPVT). Administration [...]

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Basic Reading Inventory

By duncwilson | Published: May 21, 2011

This is a criterion-referenced collection of assessments.  No normative or validation information is provided. 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 [...]

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Yopp-Singer Test of Phoneme Segmentation

By duncwilson | Published: May 21, 2011

Scores are given as percent correct — guidelines simply state that children with high scores should be considered to be phonemically aware, and children with low scores need phonemic awareness instruction.  Reliability measures were found to be above .85; predictive validity was determined by assessing reading achievement of students in a longitudinal study (7 years) [...]

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