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2. Amanda Definition of Reading   Composed of many complex skills, reading is understanding the meaning of printed or written material. Reading readiness, for example, encompasses prerequisite skills such as letter and shape recognition, left to right sequencing, and top to bottom progression. Beyond the readiness level, further reading skills include the following:   Reading recognition- a skill involving correctly pronouncing a word Reading comprehension- understanding and attaching meaning to written material. Silent Reading- which is characterized by lack of speech or sound and which relies on special skills assessed separately from the other types of reading. Amanda Definition of Reading   Composed of many complex skills, reading is understanding the meaning of printed or written material. Reading readiness, for example, encompasses prerequisite skills such as letter and shape recognition, left to right sequencing, and top to bottom progression. Beyond the readiness level, further reading skills include the following:   Reading recognition- a skill involving correctly pronouncing a word Reading comprehension- understanding and attaching meaning to written material. Silent Reading- which is characterized by lack of speech or sound and which relies on special skills assessed separately from the other types of reading.

3. Amanda Why Do We Assess the Reading Achievement?   -         The overall goal of reading assessment is to inform the teaching and learning process. Reading assessment helps screen students who may have deficits in reading identify and place students with reading disabilities, plan reading instruction and intervention programs, identify present levels of reading performance, develop IEP goals and objectives in reading, assess student progress in reading, and monitor the effectiveness of reading programs. Amanda Why Do We Assess the Reading Achievement?   -         The overall goal of reading assessment is to inform the teaching and learning process. Reading assessment helps screen students who may have deficits in reading identify and place students with reading disabilities, plan reading instruction and intervention programs, identify present levels of reading performance, develop IEP goals and objectives in reading, assess student progress in reading, and monitor the effectiveness of reading programs.

4. Terry Curriculum-Based Reading Assessment   1. A type of informal evaluation using regular classroom materials and instructional materials.   2. A strategy that is useful in developing instructional objectives and activities for students. Terry Curriculum-Based Reading Assessment   1. A type of informal evaluation using regular classroom materials and instructional materials.   2. A strategy that is useful in developing instructional objectives and activities for students.

5. Terry Strengths of Curriculum Based Assessment   1. Assessments and evaluations are generally lower key then formal testing and incorporate classroom assignments, homework and tests.   2. Curriculum Based Assessment links assessments directly to the classroom curriculum.   3. Makes the evaluation of a students strengths and weaknesses a part of the teaching and learning environment within the classroom.  Terry Strengths of Curriculum Based Assessment   1. Assessments and evaluations are generally lower key then formal testing and incorporate classroom assignments, homework and tests.   2. Curriculum Based Assessment links assessments directly to the classroom curriculum.   3. Makes the evaluation of a students strengths and weaknesses a part of the teaching and learning environment within the classroom.  

6. Terry Weaknesses of Curriculum Based Assessment   1. Hard to ensure that the evaluations produce reliable and valid results due to the lack of accuracy necessary to measure the complexities in reading.   2. Different styles of teaching styles may not be suited to this type of assessment. Terry Weaknesses of Curriculum Based Assessment   1. Hard to ensure that the evaluations produce reliable and valid results due to the lack of accuracy necessary to measure the complexities in reading.   2. Different styles of teaching styles may not be suited to this type of assessment.

7. Terry Informal Assessment Record Keeping Helpers   1. Sticky notes, cassette tape recorders, photocopiers, scanners, and software programs are just a few things that can be helpful with informal assessment record keeping and documentation. Terry Informal Assessment Record Keeping Helpers   1. Sticky notes, cassette tape recorders, photocopiers, scanners, and software programs are just a few things that can be helpful with informal assessment record keeping and documentation.

8. Terry Types of informal curriculum based assessment -   1. Observation or clinical observation - Observation of students in different reading situations.   2. Oral Reading - Observation and recording of student’s oral reading behaviors.   3. Silent Reading - Observation and recording of student’s silent reading behaviors.   4. Reading Comprehension - Evaluation of student’s reading comprehension.   All of these types of informal reading assessment incorporate a diagnostic checklist that is used to record student’s reading behaviors. Checklist will typically have the students name, grade level of the passage they are reading, teacher name and date, then the reading behaviors the instructor is looking for as well as a place for comments, notes and when observed. Terry Types of informal curriculum based assessment -   1. Observation or clinical observation - Observation of students in different reading situations.   2. Oral Reading - Observation and recording of student’s oral reading behaviors.   3. Silent Reading - Observation and recording of student’s silent reading behaviors.   4. Reading Comprehension - Evaluation of student’s reading comprehension.   All of these types of informal reading assessment incorporate a diagnostic checklist that is used to record student’s reading behaviors. Checklist will typically have the students name, grade level of the passage they are reading, teacher name and date, then the reading behaviors the instructor is looking for as well as a place for comments, notes and when observed.

9. Terry More informal assessments   1. Miscue Analysis or Error Analysis - A technique using oral reading and recording a students miscues or errors when reading. Helps in determining error patterns, revels whether mistakes are persistent ones or made in a random order.   2. Running Records - Also assesses text reading. Running records highlights the meaning, structural and visual cues that student’s use when reading.   3. Cloze Procedures - An informal assessment of word prediction abilities and for measuring comprehension skills and the ways students use cues to identify words. Terry More informal assessments   1. Miscue Analysis or Error Analysis - A technique using oral reading and recording a students miscues or errors when reading. Helps in determining error patterns, revels whether mistakes are persistent ones or made in a random order.   2. Running Records - Also assesses text reading. Running records highlights the meaning, structural and visual cues that student’s use when reading.   3. Cloze Procedures - An informal assessment of word prediction abilities and for measuring comprehension skills and the ways students use cues to identify words.

10. Terry Two types of cloze procedures   1. Visual cloze procedure- eliminates a number pattern of words (like every fifth word), in a reading passage. Students read the passage and predict the missing words. Correctly completing 44%-57% of the missing words indicates that the text is at the appropriate reading level for the student. Less then 44% indicates the text is too difficult and more then 57% correct, the text is too easy.   2. Auditory cloze procedure - Same basic as visual except students predict the correct word in sentences that are read to them by another person.   3. Modified cloze procedures - These procedures can be easily modified to provide more help to students with their word prediction abilities. The first letter of the omitted words can be in the blank in the sentence. Another modification is giving the reader a choice of words to choose from at the end of the sentence. Terry Two types of cloze procedures   1. Visual cloze procedure- eliminates a number pattern of words (like every fifth word), in a reading passage. Students read the passage and predict the missing words. Correctly completing 44%-57% of the missing words indicates that the text is at the appropriate reading level for the student. Less then 44% indicates the text is too difficult and more then 57% correct, the text is too easy.   2. Auditory cloze procedure - Same basic as visual except students predict the correct word in sentences that are read to them by another person.   3. Modified cloze procedures - These procedures can be easily modified to provide more help to students with their word prediction abilities. The first letter of the omitted words can be in the blank in the sentence. Another modification is giving the reader a choice of words to choose from at the end of the sentence.

11. Terry All of these procedures as well as samples are listed in our books in this Chapter. It is important that teachers are able to accurately use informal curriculum based assessment in order to plan instruction, activities and goals that will enhance and encourage students in correct reading behaviors and comprehensions. Terry All of these procedures as well as samples are listed in our books in this Chapter. It is important that teachers are able to accurately use informal curriculum based assessment in order to plan instruction, activities and goals that will enhance and encourage students in correct reading behaviors and comprehensions.

12. Karley Reading Inventories Provide: ~Valuable Assessment information for planning inventories with students who have reading disabilities. It measures word recognition ability, oral reading, silent reading, and comprehension ~ Teachers find that informal reading inventories translates more directly to instruction than do scores from standardized tests ~Graded word lists & graded reading passages for evaluation of reading.Karley Reading Inventories Provide: ~Valuable Assessment information for planning inventories with students who have reading disabilities. It measures word recognition ability, oral reading, silent reading, and comprehension ~ Teachers find that informal reading inventories translates more directly to instruction than do scores from standardized tests ~Graded word lists & graded reading passages for evaluation of reading.

13. Karley Analytical Reading Inventory It comes with audiotape, it also contains everything needed to administer a thorough analysis. Easy-to-use, comprehensive, and appropriate for all students—gifted, remedial, and everyone in between—that describes this popular informal K-12 reading inventory, now in its seventh edition. Its logically organized, convenient format addresses data collection for all components of reading assessment, and renders a multi-dimensional profile of a pupil's strengths and weaknesses. Three forms of narrative passage are included, form Preprimary through Level 9; plus, Science and Social Studies expository passages, Levels 1-9. Practice opportunities are provided in the form of a case study and ready-to-use study sheets—both of which are linked to an accompanying CD. Karley Analytical Reading Inventory It comes with audiotape, it also contains everything needed to administer a thorough analysis. Easy-to-use, comprehensive, and appropriate for all students—gifted, remedial, and everyone in between—that describes this popular informal K-12 reading inventory, now in its seventh edition. Its logically organized, convenient format addresses data collection for all components of reading assessment, and renders a multi-dimensional profile of a pupil's strengths and weaknesses. Three forms of narrative passage are included, form Preprimary through Level 9; plus, Science and Social Studies expository passages, Levels 1-9. Practice opportunities are provided in the form of a case study and ready-to-use study sheets—both of which are linked to an accompanying CD.

14. Karley The Basic Reading Inventory The Basic Reading Inventory provides a complete assessment package—consisting of this book, complete with CD-ROM, a video that demonstrates an administration of an inventory with a teacher and student, and a separate CD-ROM that contains tracking software.  The Basic Reading Inventory is used by classroom teachers, students in preservice education, teachers taking introductory and advanced reading courses, reading specialists, Title I teachers, learning disability teachers, tutors, teacher aides, school psychologists, and school systems that offer inservice work in reading assessment.  The book explains how to administer, score, and interpret the Basic Reading Inventory. Included are graded word lists and graded passages that can be used to help teachers place students in appropriate reading materials, assess comprehension, and determine the student's strategies for word identification and comprehension. Four methods are explained help assess comprehension. Because this text includes numerous examples, strategy lessons, and summary aids, it will enable professionals of diverse training to enhance reading instruction in classrooms, resource rooms, diagnostic centers, and clinics. Karley The Basic Reading Inventory The Basic Reading Inventory provides a complete assessment package—consisting of this book, complete with CD-ROM, a video that demonstrates an administration of an inventory with a teacher and student, and a separate CD-ROM that contains tracking software.  The Basic Reading Inventory is used by classroom teachers, students in preservice education, teachers taking introductory and advanced reading courses, reading specialists, Title I teachers, learning disability teachers, tutors, teacher aides, school psychologists, and school systems that offer inservice work in reading assessment.  The book explains how to administer, score, and interpret the Basic Reading Inventory. Included are graded word lists and graded passages that can be used to help teachers place students in appropriate reading materials, assess comprehension, and determine the student's strategies for word identification and comprehension. Four methods are explained help assess comprehension. Because this text includes numerous examples, strategy lessons, and summary aids, it will enable professionals of diverse training to enhance reading instruction in classrooms, resource rooms, diagnostic centers, and clinics.

15. Karley English-Espanol Reading Inventory for the Classroom This most successful informal reading inventory has been adapted to meet the strong demand for K-12 teachers to assess Spanish-speaking students in their native tongue. Since it can assess a student's reading competency in Spanish as well as English, this inventory is particularly valuable considering the influx of English as a Second Language (ESL) students and Spanish-speaking students in the public schools. Taking a constructivist approach, the authors combine both traditional and holistic methods to determine a student's reading level. This pragmatic, well-designed inventory can be used in undergraduate/graduate courses dealing with reading remediation, in public schools with Latino populations, and in ESL teacher training programs. Cost: $52.00 Authors: E. Sutton Flynt and Robert B. Cooter Publisher: Prentice Hall Karley English-Espanol Reading Inventory for the Classroom This most successful informal reading inventory has been adapted to meet the strong demand for K-12 teachers to assess Spanish-speaking students in their native tongue. Since it can assess a student's reading competency in Spanish as well as English, this inventory is particularly valuable considering the influx of English as a Second Language (ESL) students and Spanish-speaking students in the public schools. Taking a constructivist approach, the authors combine both traditional and holistic methods to determine a student's reading level. This pragmatic, well-designed inventory can be used in undergraduate/graduate courses dealing with reading remediation, in public schools with Latino populations, and in ESL teacher training programs. Cost: $52.00 Authors: E. Sutton Flynt and Robert B. Cooter Publisher: Prentice Hall

16. Karley Teacher-Made Reading Inventories Teacher-made informal reading inventories have the advantage of reflecting material used in the classroom providing Direct link between evaluation and instruction IRI identify 3 different reading levels that concern teacher-made testing 1. Independent Read by self, Self reliant when answering questions, and they read for enjoyment 98-100% Word Recognition 90-100% Comprehension This is where library books and desk work should be Karley Teacher-Made Reading Inventories Teacher-made informal reading inventories have the advantage of reflecting material used in the classroom providing Direct link between evaluation and instruction IRI identify 3 different reading levels that concern teacher-made testing 1. Independent Read by self, Self reliant when answering questions, and they read for enjoyment 98-100% Word Recognition 90-100% Comprehension This is where library books and desk work should be

17. Karley 2. Instructional Reading Instruction geared to this type Reading that students can accomplish with teacher assistance 95% Word Recognition 75% Comprehension Karley 2. Instructional Reading Instruction geared to this type Reading that students can accomplish with teacher assistance 95% Word Recognition 75% Comprehension

18. Karley 3. Frustration Too difficult to read 90% or below Word Recognition 50% or below Comprehension In teaching situations, teachers should avoid asking student to read at the frustration levelKarley 3. Frustration Too difficult to read 90% or below Word Recognition 50% or below Comprehension In teaching situations, teachers should avoid asking student to read at the frustration level

19. Nicole How to Construct an Informal Reading Inventory:   The steps in the process of developing a teacher-made inventory are these: With primary children, teachers should select passages of about 50 words for each grade level of difficulty to be assessed. With secondary students, each passage should be 150-200 words in length. 2. Most teachers limit the selection of passages to a specific range (e.g., five levels: two levels below the student’s grade level, one at the grade level, and two levels above). Nicole How to Construct an Informal Reading Inventory:   The steps in the process of developing a teacher-made inventory are these: With primary children, teachers should select passages of about 50 words for each grade level of difficulty to be assessed. With secondary students, each passage should be 150-200 words in length. 2. Most teachers limit the selection of passages to a specific range (e.g., five levels: two levels below the student’s grade level, one at the grade level, and two levels above).

20. Nicole 3. To determine a student’s independent reading level, assessment should begin below the student’s grade level. The teacher needs two copies of each passage. As the student reads aloud from one copy, the teacher records errors on the other copy and then asks three to five comprehension questions about the passage. 4. Teachers should record the percentage of words read accurately in each passage (by dividing the number of words read accurately by the number of words in the passage) and the percentage of comprehension questions answered correctly (by dividing the number of correct answers by the number of questions). Nicole 3. To determine a student’s independent reading level, assessment should begin below the student’s grade level. The teacher needs two copies of each passage. As the student reads aloud from one copy, the teacher records errors on the other copy and then asks three to five comprehension questions about the passage. 4. Teachers should record the percentage of words read accurately in each passage (by dividing the number of words read accurately by the number of words in the passage) and the percentage of comprehension questions answered correctly (by dividing the number of correct answers by the number of questions).

21. Nicole 5. After establishing the student’s independent level, the assessment continues with the student reading increasingly difficult graded passages to determine an instructional level and a frustration level. During assessment, teachers should stop testing as soon as they clearly establish the frustration level. 6.Teachers may modify these procedures to assess specific skills such as word attack skills, oral reading performance, and comprehension ability. Nicole 5. After establishing the student’s independent level, the assessment continues with the student reading increasingly difficult graded passages to determine an instructional level and a frustration level. During assessment, teachers should stop testing as soon as they clearly establish the frustration level. 6.Teachers may modify these procedures to assess specific skills such as word attack skills, oral reading performance, and comprehension ability.

22. Nicole Norm-Referenced Reading Tests    Formal assessment of reading skills with standardized instruments relies on a number of norm-referenced screening and diagnostic tests. Both the multiple-and single-skill measures are available at the screening and diagnostic levels of assessment; however, the single-skill diagnostic instruments provide the most in-depth assessment information. For this reason, special educators, diagnosticians, psychologists, reading specialists, and other professionals often use single-skill diagnostic tests when they: ·        need detailed information to identify specific reading problems ·        to develop instructional objectives, ·        and to create intervention activities. Because they produce standardized scores, norm-referenced reading tests are also useful in classifying and placing students in reading programs and special education programs. Norm-referenced and informal curriculum-based assessments complement each other. They work well together by providing a complete picture of a student’s present level of performance, strengths, weaknesses, and gaps in skill development. In addition, teachers can use curriculum-based assessment data and information to support scores obtained from standardized, norm-referenced tests. Nicole Norm-Referenced Reading Tests    Formal assessment of reading skills with standardized instruments relies on a number of norm-referenced screening and diagnostic tests. Both the multiple-and single-skill measures are available at the screening and diagnostic levels of assessment; however, the single-skill diagnostic instruments provide the most in-depth assessment information. For this reason, special educators, diagnosticians, psychologists, reading specialists, and other professionals often use single-skill diagnostic tests when they: ·        need detailed information to identify specific reading problems ·        to develop instructional objectives, ·        and to create intervention activities. Because they produce standardized scores, norm-referenced reading tests are also useful in classifying and placing students in reading programs and special education programs. Norm-referenced and informal curriculum-based assessments complement each other. They work well together by providing a complete picture of a student’s present level of performance, strengths, weaknesses, and gaps in skill development. In addition, teachers can use curriculum-based assessment data and information to support scores obtained from standardized, norm-referenced tests.

23. Nicole Norm-referenced reading tests are useful in identifying specific reading problems, developing instructional objectives, creating intervention activities, measuring progress, and making staffing and placement decisions. Available norm-referenced instruments include wide-range screening tests as well as comprehensive diagnostic tools. The screening tests provide an overview of reading performance; the diagnostic instruments provide detailed assessment information. Nicole Norm-referenced reading tests are useful in identifying specific reading problems, developing instructional objectives, creating intervention activities, measuring progress, and making staffing and placement decisions. Available norm-referenced instruments include wide-range screening tests as well as comprehensive diagnostic tools. The screening tests provide an overview of reading performance; the diagnostic instruments provide detailed assessment information.

24. Nicole Woodcock Reading Mastery Tests, Revised   The WRMT-R/NU, a major revision of the original Woodcock Reading Tests (Woodcock, 1973), serves as a diagnostic tool for assessing the reading skills of students from kindergarten trough college and into adulthood. Woodcock designed the tests for educational diagnosticians, reading specialists, and special education teachers. The WRMT-R/NU is available in two different forms. Form H contains four reading achievement subtests and is the shorter version. Form G, the complete battery, includes the four reading achievement subtests plus the three readiness subtests (Only two listed in book):   Reading achievement subtests: Word identification Word attack Word comprehension (antonyms, synonyms, analogies) Passage comprehension Readiness subtests: Visual-auditory learning Letter identification Supplementary letter checklist Nicole Woodcock Reading Mastery Tests, Revised   The WRMT-R/NU, a major revision of the original Woodcock Reading Tests (Woodcock, 1973), serves as a diagnostic tool for assessing the reading skills of students from kindergarten trough college and into adulthood. Woodcock designed the tests for educational diagnosticians, reading specialists, and special education teachers. The WRMT-R/NU is available in two different forms. Form H contains four reading achievement subtests and is the shorter version. Form G, the complete battery, includes the four reading achievement subtests plus the three readiness subtests (Only two listed in book):   Reading achievement subtests: Word identification Word attack Word comprehension (antonyms, synonyms, analogies) Passage comprehension Readiness subtests: Visual-auditory learning Letter identification Supplementary letter checklist

25. Nicole Diagnostic Assessment of Reading with Trial Teaching Strategies Diagnostic Assessment of Reading with Trial Teaching Strategies: The (DARTTS) (Rosewell and Chall, 1992) links reading assessment and reading instruction using a two-component, integrated program designed for reading teachers, classroom teachers, special education and Title 1 teachers, and other professionals charged with helping students read better. The Diagnostic Assessment of Reading (DAR) component provides individual diagnostic information in essential areas of reading and language: word recognition, word analysis, oral reading, silent reading comprehension, spelling, and word meaning. The Trial Teaching Strategies (TTS) component identifies how each student learns best through microteaching sessions. Nicole Diagnostic Assessment of Reading with Trial Teaching Strategies Diagnostic Assessment of Reading with Trial Teaching Strategies: The (DARTTS) (Rosewell and Chall, 1992) links reading assessment and reading instruction using a two-component, integrated program designed for reading teachers, classroom teachers, special education and Title 1 teachers, and other professionals charged with helping students read better. The Diagnostic Assessment of Reading (DAR) component provides individual diagnostic information in essential areas of reading and language: word recognition, word analysis, oral reading, silent reading comprehension, spelling, and word meaning. The Trial Teaching Strategies (TTS) component identifies how each student learns best through microteaching sessions.

26. Nicole Gray Oral Reading Tests, Fourth Edition Gray Oral Reading Tests, Fourth Edition: The (GORT4) (Wiederholt and Bryant, 2001) measures oral reading skills of students from ages 6 through 18 using two parallel forms, each containing 14 developmentally sequenced reading passages with five comprehension questions. Available scores include a fluency score derived from the readers performance rate (time in seconds taken to read each passage) and an oral reading comprehension score. It takes about 30 minutes to administer the test. Designed to identify students who are significantly behind in reading proficiency and who may benefit from interventions, the GORT4 also helps to pinpoint reading strengths and weaknesses and to document student progress in reading. Nicole Gray Oral Reading Tests, Fourth Edition Gray Oral Reading Tests, Fourth Edition: The (GORT4) (Wiederholt and Bryant, 2001) measures oral reading skills of students from ages 6 through 18 using two parallel forms, each containing 14 developmentally sequenced reading passages with five comprehension questions. Available scores include a fluency score derived from the readers performance rate (time in seconds taken to read each passage) and an oral reading comprehension score. It takes about 30 minutes to administer the test. Designed to identify students who are significantly behind in reading proficiency and who may benefit from interventions, the GORT4 also helps to pinpoint reading strengths and weaknesses and to document student progress in reading.

27. Nicole Stanford Diagnostic Reading Test, Forth Edition Stanford Diagnostic Reading Test, Forth Edition: The (SDRT4) (Karlsen and Gardner, 1995) is a group –administered test that provides teachers with information about students’ reading processes and strategies. SDRT4 includes recreational, textual, and functional reading material. SDRT4 subtests include phonetic analysis, vocabulary, comprehension, and scanning along with three optional informal assessment instruments: a reading strategies survey, a reading questionnaire, and a story retelling test. Nicole Stanford Diagnostic Reading Test, Forth Edition Stanford Diagnostic Reading Test, Forth Edition: The (SDRT4) (Karlsen and Gardner, 1995) is a group –administered test that provides teachers with information about students’ reading processes and strategies. SDRT4 includes recreational, textual, and functional reading material. SDRT4 subtests include phonetic analysis, vocabulary, comprehension, and scanning along with three optional informal assessment instruments: a reading strategies survey, a reading questionnaire, and a story retelling test.

28. Nicole Test of Word Reading Efficiency Test of Word Reading Efficiency: The (TOWRE) (Torgesen, Wagner, and Rashotte, 1999) is a nationally normed, individually administered measure of word reading accuracy and fluency for students from ages 6 through 24. This brief screening test measures the ability to accurately recognize familiar words as whole units or “sight words” and the ability to “sound out” words quickly. Nicole Test of Word Reading Efficiency Test of Word Reading Efficiency: The (TOWRE) (Torgesen, Wagner, and Rashotte, 1999) is a nationally normed, individually administered measure of word reading accuracy and fluency for students from ages 6 through 24. This brief screening test measures the ability to accurately recognize familiar words as whole units or “sight words” and the ability to “sound out” words quickly.

29. Amanda’s Test Review Test of Early Ability, Third Edition Title: Test of Early Reading Ability, Third Edition Authors: Reid, Hresko, and Hammill Type: Norm Referenced Major Content Area: Alphabet, conventions, and meaning Administration Time: 20-30 minutes Age/Grade level: 3 years 6 months through 8 years 6 months Amanda’s Test Review Test of Early Ability, Third Edition Title: Test of Early Reading Ability, Third Edition Authors: Reid, Hresko, and Hammill Type: Norm Referenced Major Content Area: Alphabet, conventions, and meaning Administration Time: 20-30 minutes Age/Grade level: 3 years 6 months through 8 years 6 months

30. Amanda Continued Types of scores: Evaluators can report performance using standard scores, percentiles, norm curve equivalents, or age and grade equivalence. Suitable For: Students with mild & moderate disabilities, including learning disabilities, behavior disorders, educable mental retardation, physical impairments, & hearing impairments Typical Uses: Assesses children’s mastery of early developmental reading skills In Short: TERA3 is screening test for children who may be at risk for learning to read. TERA has 2 subtest and has 3 alternate forms for testing and retesting. TERA3 is useful for measuring the emerging reading ability of young children. Alphabet (it’s uses and knowledge of) Conventions (measuring knowledge of convention in print) Meaning (measuring the construction of meaning from print)Amanda Continued Types of scores: Evaluators can report performance using standard scores, percentiles, norm curve equivalents, or age and grade equivalence. Suitable For: Students with mild & moderate disabilities, including learning disabilities, behavior disorders, educable mental retardation, physical impairments, & hearing impairments Typical Uses: Assesses children’s mastery of early developmental reading skills In Short: TERA3 is screening test for children who may be at risk for learning to read. TERA has 2 subtest and has 3 alternate forms for testing and retesting. TERA3 is useful for measuring the emerging reading ability of young children. Alphabet (it’s uses and knowledge of) Conventions (measuring knowledge of convention in print) Meaning (measuring the construction of meaning from print)

31. Nicole’s Test Review Woodcock Reading Mastery Tests, Revised Title: Woodcock Reading Mastery Tests, Revised, Normative Update Author: Woodcock Type: Norm-referenced and individually administered Major Content Areas: Visual-auditory learning, letter identification, word identification, word attack, and word and passage comprehension. Administration Time: 10 to 30 minutes per subtest Age/Grade Levels: 5 years to retirement Nicole’s Test Review Woodcock Reading Mastery Tests, Revised Title: Woodcock Reading Mastery Tests, Revised, Normative Update Author: Woodcock Type: Norm-referenced and individually administered Major Content Areas: Visual-auditory learning, letter identification, word identification, word attack, and word and passage comprehension. Administration Time: 10 to 30 minutes per subtest Age/Grade Levels: 5 years to retirement

32. Nicole Continued Types of Scores: Age and grade percentile ranks, standard scores, normal curve equivalents, and age and grade equivalents. Cohen and Cohen indicated that the first time evaluator needs about an hour to score the WRMT-R/NU Suitable for: Students with mild disabilities, including learning disabilities, behavior disorders, sensory impairments, and physical disabilities. Typical Uses: To diagnose reading achievement. In Short: The WRMT-R/NU includes features usually not available on multiple-skill tests. The WRMT-R/NU is suitable for use as a formal diagnostic tool to make placement decisions and as a guide to create instructional objectives and remedial intervention activities. The WRMT-R/NU also measures reading vocabulary in 4 areas Nicole Continued Types of Scores: Age and grade percentile ranks, standard scores, normal curve equivalents, and age and grade equivalents. Cohen and Cohen indicated that the first time evaluator needs about an hour to score the WRMT-R/NU Suitable for: Students with mild disabilities, including learning disabilities, behavior disorders, sensory impairments, and physical disabilities. Typical Uses: To diagnose reading achievement. In Short: The WRMT-R/NU includes features usually not available on multiple-skill tests. The WRMT-R/NU is suitable for use as a formal diagnostic tool to make placement decisions and as a guide to create instructional objectives and remedial intervention activities. The WRMT-R/NU also measures reading vocabulary in 4 areas

33. Karley’s Test Review Test of Reading Comprehension, Third Edition Title: Test of Reading Comprehension, Third Edition Author: Brown, Hammill, & Wiederholt Type: Norm-Referenced and Individual or group administered Major Content Areas: General vocabulary, syntactic similarities, paragraph reading, sentence sequencing, and understanding written directions Administration Time: Approx. 30 minutes Age/Grade Levels: 7 years through 17years Karley’s Test Review Test of Reading Comprehension, Third Edition Title: Test of Reading Comprehension, Third Edition Author: Brown, Hammill, & Wiederholt Type: Norm-Referenced and Individual or group administered Major Content Areas: General vocabulary, syntactic similarities, paragraph reading, sentence sequencing, and understanding written directions Administration Time: Approx. 30 minutes Age/Grade Levels: 7 years through 17years

34. Karley Continued Types of Scores: Standard scores, percentiles, age equivalent, grade equivalents, and composite reading comprehension quotient Suitable For: Students with mild and moderate disabilities Typical Uses: To assess Reading Comprehension In Short: Provides a method for assessing the silent reading comprehension ability of students from ages 7 to 17. Consisting of eight subtests, the TORC3 is suitable for use with individuals or groups. The TORC3 is a useful tool for reading teachers, special educators, and diagnosticians to assess reading comprehension. Karley Continued Types of Scores: Standard scores, percentiles, age equivalent, grade equivalents, and composite reading comprehension quotient Suitable For: Students with mild and moderate disabilities Typical Uses: To assess Reading Comprehension In Short: Provides a method for assessing the silent reading comprehension ability of students from ages 7 to 17. Consisting of eight subtests, the TORC3 is suitable for use with individuals or groups. The TORC3 is a useful tool for reading teachers, special educators, and diagnosticians to assess reading comprehension.