Reading Assessments

Decoding Skills Test [DST]
Decoding and Spelling Proficiency Test - Revised [DSPT-R]
Decoding-Encoding Screener for Dyslexia [DESD]
Gray Diagnostic Reading Tests - Second Edition [GDRT-2]
Gray Oral Reading Tests - Fifth Edition [GORT-5]
Gray Silent Reading Test [GSRT]
Phonics-Based Reading Test [PRT]
Rapid Automatized Naming and Rapid Alternating Stimulus Tests [RAN/RAS]
Slosson Oral Reading Test - Revised [SORT-R3]
Test of Early Reading Ability - Third Edition [TERA-3]
Test of Preschool Early Literacy [TOPEL]
Test of Reading Comprehension - Fourth Edition [TORC-4]
Test of Silent Contextual Reading Fluency [TOSCRF]
Test of Silent Word Reading Fluency [TOSWRF]
Test of Word Reading Efficiency - Second Edition [TOWRE-2]
Word Identification and Spelling Test [WIST]

Decoding Skills Test [DST]

Ellis Richardson, Barbara DiBenedetto

The Decoding Skills Test helps diagnose and treat specific reading disabilities, including dyslexia, It gives a clear picture of the processes involved in reading and shows the particular area in which an individual needs help. Designed for children and adults who are reading at first-grade through fifth-grade levels, the DST provides a diagnostic profile of the decoding skills that are essential to reading comprehension: Basal Vocabulary, Phonic Patterns, and Contextual Decoding.
Individually administered in 15 to 30 minutes, the DST provides criterion-referenced scores that relate directly to the reading curriculum.

Decoding and Spelling Proficiency Test - Revised [DSPT-R]

Michael Milone, John I. Arena

The Decoding and Spelling Proficiency Test - Revised is a test of oral word reading, printed word recognition, and spelling, for ages 6 years through 25 years. Designed to be used by diagnosticians, psychologists, and remedial specialists, the DSPT-R provides a detailed profile of critical literacy skills that underlie reading and spelling.
The DSPT-R is comprised of four parts, each with 90 items:Decoding - the examinee reads aloud a list of words; Visual Recognition - the examinee identifies correctly spelled words among incorrectly spelled distracters on a page; Auditory-Visual Recognition - after hearing a word pronounced, the examinee identifies correctly spelled words among incorrectly spelled distracters on a page; Spelling - the examinee writes words from dictation. Each part has two parallel forms that are appropriate for pre-and post-testing. Critical-range testing ensures that only items appropriate for the examinee's ability level are administered.
The test can be administered and scored in 25 to 40 minutes. Raw scores from each part can be converted to standard scores, percentiles, and age equivalents. Criterion-based cutoff scores are also provided. A score profile indicates the areas of strength and weakness which can inform instructional decisions.

Decoding-Encoding Screener for Dyslexia [DESD]

John R. Griffin, Howard N. Walton, Garth N. Christenson

The Decoding-Encoding Screener for Dyslexia is an individually administered test that assesses a student's specific reading difficulties in less than 10 minutes. The DESD consists of three sections: Decoding, Encoding, and Letter Writing. The test allows identification of children who are at risk for dyslexia. Standardized on a sample of 678 students in grades 1 through 8, the DESD can be administered and scored in 5 to 10 minutes.

Gray Diagnostic Reading Tests - Second Edition [GDRT-2]

Brian R. Bryant, J. Lee Wiederholt, Diane P. Bryant

The GDRT-2 assesses students, ages 6 years to 14 years, who have difficulty reading continuous print and who require an evaluation of specific abilities and weaknesses. Two parallel forms are provided to allow you to study a student’s reading progress over time. Teachers and reading specialists will find this test useful and efficient in gauging reading skills progress.
The GDRT-2 has four core subtests, each of which measures an important reading skill. The four subtests are: Letter/Word Identification, Phonetic Analysis, Reading Vocabulary, and Meaningful Reading. The three supplemental subtests—Listening Vocabulary, Rapid Naming, and Phonological Awareness—measure skills that many researchers and clinicians think have important roles in the diagnosis or teaching of developmental readers or children with dyslexia.
Testing time is about one hour on an individual basis.

Gray Oral Reading Tests - Fifth Edition [GORT-5]

J. Lee Wiederholt, Brian R. Bryant

The Gray Oral Reading Tests, now in its fifth edition, measures oral reading fluency and comprehension for ages 6 years to 24 years of age. Latest features include new normative data, streamlined basal and ceiling rules, revised comprehension questions and an updated overall look. Five scores may be obtained:Rate, Accuracy, Fluency, and Comprehension are reported as raw scores, grade and age equivalents, percentile ranks, and scaled scores;the Oral Reading Index is reported as a standard score. Percentile ranks are also provided.

The GORT-5 may be used for identifying students with reading difficulties, diagnosing reading disabilities, determining strengths and weaknesses, evaluating students' progress in reading, and conducting research.

The test can be administered in 20 to 30 minutes on an individual basis.

Gray Silent Reading Test [GSRT]

J. Lee Widerbolt, Ginger Blalock

The Gray Silent Reading Test (GSRT) will help to quickly and efficiently measure an individual's silent reading comprehension ability. This test consists of two parallel forms, each containing 13 developmentally sequenced reading passages with five multiple-choice questions. It can be given individually or to groups 7 years through 25 years of age. Each form of the test yields raw scores, grade equivalents, age equivalents, percentiles, and a Silent Reading Quotient.

Phonics-Based Reading Test [PRT]

Rick Brownell

The Phonics-Based Reading Test (PRT) offers a quick and meaningful evaluation of an individual's reading skills in grades one to six. The test has two features that make it unique in comparison to other reading tests.
The skills assessed by the PRT are: Phonics (reading phonetically-regular nonsense words), Fluency (rate and accuracy when reading aloud short passages controlled for specific phonics concepts), and Comprehension (responding to questions about passages).
The PRT can be administered and scored in 15 to 20 minutes. Raw scores for decoding, fluency, and comprehension can be converted to standard scores, percentile ranks, and age and grade equivalents.

Rapid Automatized Naming and Rapid Alternating Stimulus Tests [RAN/RAS]

Maryanne Wolf, Martha Bridge Denckla

The RAN and RAS Tests are simple, fun and quick to administer (i.e., 5 to 10 minutes for all six tests). They are an important addition to any prediction battery or diagnostic assessment of oral and written language from age 5 to adulthood.

The tests are individually administered measures designed to estimate an individual's ability to recognize a visual symbol - such as a letter or color - and name it accurately and rapidly. The tests consist of rapid automatized naming tests (Letters, Numbers, Colors and Objects) and two rapid alternating stimulus tests.

Scores are based on the amount of time required to name all of the stimulus items on each test.

Raw scores are converted to percentiles, standard scores, and age and grade equivalents.

Slosson Oral Reading Test - Revised [SORT-R3]

Richard L. Slosson, Revised by Charles L. Nicholson

The SORT-R3 gives a brief measure of reading ability and is most useful in identifying individuals from pre-school to adult with reading disabilities. The SORT-R3 contains 200 words in ascending order of difficulty in groups of 20 words. These word groups approximate grade reading levels. Thus List 1 is equivalent to approximately the first grade level. The last group is listed as grades 9-12 and contains the most difficult words, with words frequently encountered at the adult level.

The SORT-R3 now offers grade and age equivalents and national percentiles, with updated norms, as well as new scoring methodologies such as standard scores, T-scores, stanines, and NCEs.

Administration and scoring time are between 3 and 5 minutes, on an individual basis.

Test of Early Reading Ability - Third Edition [TERA-3]

D. Kim Reid, Wayne P Hresko, Donald D. Hammill

The Test of Early Reading Ability - Third Edition (TERA-3) is a unique, direct measure of the reading ability of young children ages 3-6 through 8-6. Rather than assessing children's "readiness" for reading, the TERA-3 assesses their mastery of early developing reading skills. This new edition has been redesigned to provide the examiner with three subtests: Alphabet (measuring knowledge of the alphabet and its uses), Conventions (measuring knowledge of the conventions of print), and Meaning (measuring the construction of meaning from print). Standard scores are provided for each subtest. An overall Reading Quotient is computed using all three subtest scores.
Age and grade equivalents are provided for ages 3-6 through 8-6. Testing time is approximately 30 minutes on an individual basis.

Test of Preschool Early Literacy [TOPEL]

Christopher J. Lonigan, Richard K. Wagner, Joseph K.Torgesen, Carol A. Rashotte

The Test of Preschool Early Literacy is a theoretically sound instrument designed to identify preschoolers aged 3 years to 5 years who are at risk for literacy problems, therefore, allowing early intervention. It is easy to administer by early childhood educators, special educators, psychologists, diagnosticians, and other professionals. It provides valid and reliable raw scores, standard scores, and percentiles. Testing time is between 25 and 30 minutes on an indivdual basis. The TOPEL has three principle uses: identification, documentation of progress, and research. The test has three subtests: print knowledge, definitional vocabulary, and phonological awareness. All results are combined to determine the Composite Score that ultimately best represents a child's emergent literacy skills.

Test of Reading Comprehension - Fourth Edition [TORC-4]

Virginia L. Brown, J. Lee Wiederholt, Donald D. Hammill

The Test of Reading Comprehension - Fourth Edition (TORC-4) is an innovative approach to testing silent reading comprehension that can be used to identify children and adolescents, ages 7 to 18 years, who score significantly below their peers and who therefore might need help in improving their reading proficiency and comprehension, to document student progress in remedial programs, and to serve as a research tool in studies investigating reading problems in children and adolescents. It was normed on 1,942 children in 14 states. The test has five subtests which measure word identification and contextual meaning: Relational Vocabulary, Sentence Completion, Paragraph Construction, Text Comprehension, and Contextual Fluency. The five subtests are combined to form a composite called the Reading Comprehension Index, a standard score with a mean of 100 and a standard deviation of 15. This index represents students' ability to understand contextual printed material.
The TORC-4 can be administered in 45 minutes or less, on an individual basis.

Test of Silent Contextual Reading Fluency [TOSCRF]

Donald D. Hammill, J. Lee Wiederholt, Elizabeth A. Allen

The Test of Silent Contextual Reading Fluency is a quick and accurate method of assessing the silent general reading ability of students ages 7 to 19 years of age. The test yields raw scores, standard scores, percentiles, and age and grade equivalents and can be administered by classroom teachers, special education teachers, reading specialists, school psychologists, speech pathologists, or any other professional with some training in standardized test administration.

This test is a companion to the Test of Silent Word Reading Fluency (TOSWRF). While the TOSWRF measures a student's ability to recognize individual words accurately and efficiently, the TOSCRF measures a student's essential contextual reading abilities (i.e., word identification, word meaning, word building, sentence structure, comprehension, and fluency).

Using a series of printed passages adapted from those on the Gray Oral Reading Tests-Fourth Edition and the Gray Silent Reading Tests, the TOSCRF can be used to identify both poor and good readers. The test can be easily administered in 10 minutes to a single student or to an entire classroom of children.

Test of Silent Word Reading Fluency [TOSWRF]

Nancy Mather, Donald D. Hammill, Elizabeth A. Allen, Rhia Roberts

The Test of Silent Word Reading fluency (TOSWRF) measures a student’s ability to recognize printed words accurately and efficiently. It is composed of two equivalent Student Record Forms for ages 6 years 6 months to 18 years and a test manual. The TOSWRF can be used by classroom teachers, special education teachers, reading specialists, school psychologists, or any other educational professional who has some training in standardized test administration.
The TOSWRF yields raw scores, standard scores, percentiles, and age and grade equivalents. Testing time is between 3 and 10 minutes in a group or on an individual basis.
The TOSWRF is not intended to be the sole measure for making eligibility or placement decisions, but rather it is best used as an initial screening measure to identify poor readers.

Test of Word Reading Efficiency - Second Edition [TOWRE-2]

Joseph K. Torgesen, Richard K. Wagner, Carol A. Rashotte

The Test of Word Reading Efficiency- Second Edition is a measure of an individual's ability to pronounce printed words (Sight Word Efficiency) and phonemically regular nonwords (Phonemic Decoding Efficiency) accurately and fluently. Because it can be administered very quickly. the test provides an efficient means of monitoring the growth of two kinds of word reading skill that are critical in the development of overall reading ability.

Each of the two subtests of the TOWRE-2 has four alternate forms, A through D. The TOWRE-2 can be administered to ages 6 to 25 years on an individual basis and can be used for three different purposes: early intervention, diagnosis of reading disabilities, and research.

Word Identification and Spelling Test [WIST]

Barbara A. Wilson, Rebecca H. Felton

The WIST meets a teacher's need for detailed information that can be used to identify the areas in which students are having difficulty with reading and/or spelling and to develop appropriate instructional interventions. It includes both norm-referenced and informal assessments. The WIST specifically targets those aspects of reading that are most important for the identification and treatment of poor and disabled readers.

The WIST has three subtests that can be used in either the Norm-Referenced or Informal assessment. The Norm-Referenced or Informal assessment has two "core" subtests (Word Identification and Spelling) and one "supplemental" subtest (Sound-Symbol Knowledge) and a composite score (called the Fundamental Literacy Index).

An elementary version (Grades 2-5) and a secondary version (Grades 6-12) are included for ages 7 to 19 years. The WIST is easy to administer and score in about 40 minutes on an individual basis and converts raw scores to percentiles, standard scores, and age and grade equivalents.