COGNITIVE ELEMENTS SUPPORTED:
- Reading Comprehension
- Language Comprehension
- Cipher Knowledge
- Letter Knowledge
- Concepts About Print
- Semantics (Vocabulary and Morphology)
- Phonological Awareness
SUBTESTS AND SKILLS ASSESSED: <strong>Letter Recognition (Grades K, 1)</strong> — Student must identify letters of the alphabet by name. <br ><br ><strong>Concepts of Print (Grades K, 1)</strong> — Student is given a sample of text, and the teacher fills out a checklist based on the students behavior. <br ><br ><strong>Story Retell / Listening Comprehension (Grades K, 1, 2, 3)</strong> — 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. <br ><br ><strong>Rhyming (Grade K)</strong> — For some items, the student must decide if two words rhyme. For the rest of the items, the student must generate rhymes for words. <br ><br ><strong>Phonemes (Grades K, 1, 2)</strong> — 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 (phoneme
s) that correspond to the remaining letters. <br ><br ><strong>Syllables (Grade K)</strong> — 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. 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.
STAR Early Literacy Computer-Adaptive Diagnostic Assessment
Raw scores are converted into scaled scores, domain and skill score, and a literacy classification. 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. This literacy test 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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