A SAMPLING OF READING TESTS

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A SAMPLING OF READING TESTS[1]

	Word List	Nonsense Words	Oral Reading Accuracy	Reading Speed	Reading Vocabu-lary	Compre-hension: Oral	Compre-hension: Silent	Listening Compre-hension	Spelling	Phone-mic Skills	Norms
Woodcock-Johnson III	untimed	untimed		sentences	oral resp.		Cloze	both	two	several	both[2]
Woodcock Reading Mastery Tests-Rev	timed	timed			oral resp.		Cloze				both²
Diagnostic Reading Scales – 81 Spache	timed	untimed	passages	passages		passages	passages	passages		yes	grade[3]
Gray Oral Reading Test 4^th ed.			passages	passages		mlt-chc					age
Gray Silent Reading Test							mlt-chc				age
Diagnostic Assessments of Reading	untimed	note*	passages				passages	vocabulary	yes	yes	grade³
Wechsler Individual Achievement Test	untimed						passages	passages	yes		both[4]
Kaufman Test of Ed. Achievement[5]	untimed						passages		yes		both⁴
Test of Reading Comprehension 3^rd ed.					several		mlt-chc				age
Peabody Individual Ach. Test-Rev	untimed						sentences		mlt-chc		both⁴
Goldman-Fristoe Woodcock		untimed							yes	yes	age
Gates-MacGinitie Reading Tests 4^th ed.					mlt-chc		mlt-chc				grade⁴
Nelson-Denny Reading Test				one minute	mlt-chc[6]		mlt-chc⁶				grade
Differential Ability Scales	untimed										both⁴
Slosson Oral Reading Test-Rev	timed										both⁴
Wide Range Achievement Test- 3^rd ed.	timed										age

Italics = time limits

underscored subtests require the student to answer from memory without the item available for review.

* The Diagnostic Assessments of Reading with Trial Teaching Strategies (DARTTS) offers extensive, brief lists of real words designed to assess a broad variety of specific phonetic word attack skills and a set of brief lessons in those skills to be tried with the student by the evaluator.

Dumont, Farr, & Willis 1/5/01

[1] The organization of these tables is borrowed from Table 11.1, p. 308, in Brody, S. (Ed) (2001). Teaching reading: Language, letters & thought (2^nd ed.). LARC Publishing, P.O.

Box 801, Milford, NH 03055 (603-880-7691 http://www.larcpublishing.com). The selection and sequence are entirely arbitrary, whimsical, and based on personal experience.

The listing of categories for tests is as accurate as we could make it, but there may be errors. We would be grateful for corrections and suggestions for improvement.

[2] Norms in one-month intervals.

[3] Scores are criterion-referenced and/or based on the grade-level designation of the most difficult selection for which the student meets the scoring criteria.

[4] Grade norms are seasonal.

[5] Comprehensive Form; the Brief Form combines oral word-list reading and comprehension in one score which we do not find useful for diagnosis.

[6] Norms available for extended time.