Updates to the WIAT-III:

• Three new subtests: Oral Reading, Math Fluency and Early Reading Skills
• Enriched Listening Comprehension, Oral Expression, and Written Expression subtests
• Enhanced Reading Comprehension subtest

16 Subtests WIAT-III Descriptions:

1.   Listening Comprehension - The student listens to vocabulary words and points to a picture that illustrates each word, and then listens to passages and answers questions about each one.
2.   Oral Expression  - The student is shown pictures and is asked to name the concept shown in each picture. Then the student says words from a given category and repeats sentences.
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3.   Early Reading Skills - Require the student to: Identify letters and letter sounds, Identify and produce rhyming words Segment words – identifying beginning and ending sounds Blend sounds Identify consonant blends, Do a small amount of basic sight word recognition.
4.   Word Reading - The student reads aloud a list of increasingly difficult words.
5.   Pseudoword Decoding - The student reads aloud a list of increasingly difficult nonsense words.
6.   Oral Reading Fluency The student reads passages aloud, and then orally responds to comprehension questions.
7.   Reading Comprehension - The student reads passages aloud or silently under un-timed conditions, and then answers open-ended questions about each one.
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8.   Alphabet Writing Fluency - Student writes down letters of the alphabet as fast as he or she can.
9.   Spelling - The student writes single words that are dictated within the context of a sentence.
10. Sentence Composition - The student combines the information from two or three sentences into single sentences that mean the same thing, and then the student writes meaningful sentences that use specific words.
11. Essay Composition - The student writes an essay within a 10-minute time limit.
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12. Math Problem Solving Depending upon the grade and ability level of the student, the student solves un-timed math problems related to basic skills (counting, identifying shapes, etc.), everyday applications (time, money, word problems, etc.), geometry, and algebra.
13. Numerical Operations Depending upon the grade and ability level of the student, the student solves un-timed written math problems in the following domains: basic skills, basic operations with integers, geometry, algebra, and calculus.
14. Math Fluency- Addition The student solves written addition problems within a 60-second time limit.
15. Math Fluency-Subtraction The student solves written subtraction problems within a 60-second time limit.
16. Math Fluency-Multiplication The student solves written multiplication problems within a 60-second time limit.

8 composite scores (average subtest scores together): Total Achievement, Oral Language, Total Reading, Basic Reading, Reading Comprehension and Fluency, Written Expression, Mathematics and Math Fluency.

Educational Diagnostic tests

Reading:

Test of Early Reading Ability (TERA)
Measures of the reading ability of young children age 3 years, 6 months - 8 years, 6 months (does not test the child's readiness for reading).  Assess their mastery of early developing reading skills.  Three subtests: Alphabet - Knowledge of alphabet and uses, Conventions - Book orientation and format, and Meaning - Construction of meaning from print.  Testing time 30 minutes. (Recommend to also test the child Phonological Awareness ).  Publisher: Stoelting

Phonological Awareness   

Test of Phonological Awareness (TOPA)

Ages:
The Early Elementary version of the TOPA can be used to determine if first and second-grade students’ difficulties in early reading are associated with delays in development of phonological awareness.
The TOPA is provided in a Kindergarten version suitable for administration any time during the kindergarten year.  The Early Elementary version suitable for first and second-grade children.

Administration time:
Both versions can be administered either individually or to groups of children, with group administration taking about 20 minutes. 

Score:
Age Equivalency, percentile ranks, and standard scores (M = 100, SD = 15).

The TOPA is a nationally normed, standardized, 20-item test that measures awareness of the individual sounds within words. Specifically, children are asked to identify the ending sounds in words. 

The P honological Awareness Test (TPAT)

Ages: 5-9 and Grades: Kindergarten to 4th grade.

Administration time:

40 minutes

Score:
Age Equivalency, percentile ranks, and standard scores (M = 100, SD = 15).

To view an actual copy of the test protocol on-line:

The Lindamood Auditory Conceptualization Test® (LAC®)


Test measure:
The LAC helps determine which students will be at risk in reading and spelling.   It measures the ability to (1) discriminate one speech sound or phoneme from another and (2) segment a spoken word into its constituent phonemic units.

Ages:
It may be  administered at any age level.

Administration time:
Testing time is about 10 minutes.

Score:
Criterion-referenced measure, easy to administer, and helpful in identifying younger student may be at risk for reading problems.  Area of need of older students.

The table below shows the recommended minimum scores for high probability of grade-level or above-grade-level spelling and reading performance, on earlier versions of LAC:

End of the 1st half of the grade
End of the 2nd half of grade
Kindergarten
31
Kindergarten
40
1st grade
41
1st grade
61
2nd grade
61
2nd grade
71
3rd grade
71
3rd grade
81
4th grade
81
4th grade
86
5th grade
86
5th grade
93
6th grade
93
6th grade
99
7th grade
99+
7th grade
99+

Phonics

Woodcock Reading Mastery Test-Revised (WRMT-R)

For students in Grades K-16, ages 5-0 through 75+.  Measures Word Attack and Word Identification.  The test has two alternate, equivalent forms (G and H), that are used to pre-and post-testing.  Grade equivalent, percentile and standard score are provided.
The Word Attack subtest assesses the students' word-level phonetic decoding skills.  The subtest is comprised of 45 isolated, phonetically regular syllables, nonsense words and low frequency, phonetically regular real words.

  The use of phonetic nonsense words and syllables allows us to examine decoding in relative isolation form sight-words and vocabulary abilities.
The Word Identification subtest assess the students "word recognition" skill (the ability to read isolated real words).
Publisher: Pearson Assessments



Word Identification and Spelling Test (WIST)

• Word Identification: Measures word reading accuracy, including sight recognition of familiar words and sight recognition or orthographic memory of high frequency words with one or more irregularities.
• Spelling: Assesses the ability to spell words correctly from dictation, including
  (a) recall of correct letter sequences for familiar words and the ability to apply sound/symbol relationships to spell words that are unfamiliar and (b) recall of letter order of high frequency words with one ore more irregularities.
• Sound-Symbol Knowledge: Assesses the ability to associate sounds (phonemes) with specific letters (graphemes).

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Test of Word Reading Efficiency (TOWRE)
Measures of  word reading, accuracy and fluency.  It is used to monitor the growth of two kinds of word reading skills that are critical in the development of overall reading ability.

Recognizing familiar words as whole units or sight words, and the ability to Sound out words quickly.

The TOWRE contains two subtests: the Sight Word Efficiency (SWE) subtest assesses the number of real printed words that can be accurately identified within 45 seconds, and

the Phonetic Decoding Efficiency (PDE) subtest measures the number of pronounceable printed non-words that can be accurately decoded within 45 seconds.

Each subtest has two forms (Forms A and B) that are of equivalent difficulty, and either one or both forms of each subtest may be given depending upon the purposes of the assessment.  Scores are provided  in percentiles, standard scores, and age and grade equivalents are provided. (1999)

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
A set of standardized, individually administered measures of early literacy development. 


For Students in K - 3th grade and 4th - 6th grade to measure reading fluency and comprehension.  This test can be used for benchmark assessments in the fall, winter, and spring assessments  to monitor progress (more frequent assessment of lower-achieving students).

Scores provided for each grade level,  3 catalogues: At risk, Some risk, Low risk  or  Deficit, Emerging, Established.

The reading comprehension has the student read a very short passage (which may not be an authentic reading comprehension situation for the for 4th - 6th upper grades.)

The fluency measures are designed to be short (one minute) used to regularly monitor the development of pre-reading and early reading skills.

The following are seven fluency measures: Initial Sounds Fluency (ISF), Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), Oral Reading Fluency (ORF), Retell Fluency (RTF) and Word Use Fluency (WUF).

This test was developed upon the essential early literacy domains discussed in both the National Reading Panel (2000) and National Research Council (1998) reports to assess student development of phonological awareness, alphabetic understanding, and automaticity and fluency with the code.  Each measure has been thoroughly researched and demonstrated to be reliable and valid indicators of early literacy development and predictive of later reading proficiency to aid in the early identification of students who are not progressing as expected. When used as recommended, the results can be used to evaluate individual student development as well as provide grade-level feedback toward validated instructional objectives.  Publisher: University of Oregon

To view a sample of the DIBELS Individual Student Performance Profile for a grade 1 student

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Reading Fluency Indicator (RFI)

A brief, individually administered test of oral reading fluency that measures rate, accuracy, comprehension, and prosody.

Age Range: Grades 1 - 12, ages 5 - 18 years 

Administration Time: Approximately 5 - 10 minutes

Scores/Interpretation: Stanine scores and words read correctly per minute for rate, quartile scores for accuracy, cut scores for comprehension, and a miscue descriptive analysis.  Publisher: Psycan Education

The Gray Oral Reading, Third Edition (GORT­3)
Is a popular reading test created by William S. Gray. This version provides an objective measure of growth in oral reading and an aid in the diagnosis of oral reading difficulties. The GORT­3 comprises two alternate, equivalent forms, each of which contains 13 developmentally sequenced passages with five comprehension questions.  The GORT­3 provides examiners with a Passage Score that is derived by examining the reader's performance in rate (time taken to read each passage) and deviations from print (errors). The Passage Score is reported in terms of  standard scores, percentile ranks, and grade equivalents. Also provided are standard scores, percentiles, and grade equivalents for Oral Reading Comprehension. Unlike the earlier versions, the GORT­3 adds normative scores for rate and accuracy .  A total score for Oral Reading is also provided. For ages: 7.0 through 18.11, testing time: 15-­30 minutes, administrated individually. (1992)
For the newer version GORT- 4 see below.
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The Gray Oral Reading Test, Fourth Edition (GORT-4) 


Test measures: Reading skills progress in Reading Fluency, Rate, Accuracy and Oral Reading Comprehension.

Ages: ages 6 through 18-11 months

Test purpose: Assesses students who have difficulty reading continuous print and who requires an evaluation of specific abilities and weakness.

Score: All four scores are reported in terms of standard scores, percentile ranks, grade equivalents, and age equivalents.

This is the newest version of this test.  Some educators find student to score higher on this version of the test.
It provides an efficient and objective measure of growth in oral reading and an aid in the diagnosis of oral reading difficulties. The test consists of two parallel forms, each containing 14 developmentally sequenced reading passages with five comprehension questions and can be given to students . The GORT has 4 scores:

Reading Fluency, Rate, Accuracy and Oral Reading Comprehension.   The Fluency Score that is derived by combining the reader's performance in Rate (time in seconds taken to read each passage) and Accuracy (number of deviations from print made in each passage). The number of correct responses made to the comprehension questions provides examiners with an Oral Reading Comprehension Score.  The Fluency Score and the Oral Reading Comprehension Score are combined to obtain an Oral Reading Quotient.
The test -retest study was conducted with all ages for which the test can be administered and illustrates the stability and reliability of the measure. The validity is extensive and includes studies that illustrate that the GORT­4 can be used with confidence to measure change in oral reading over time. The GORT-4 has many improvements.  Finally, several new validity studies have been conducted, including  an examination of the relationship of the Wechsler Intelligence Scale for Children , Third Edition (WISC­III) to the GORT­4. You can use the GORT­4 in a variety of settings, such as elementary and secondary schools, clinics, and reading centers. The two forms of the test allow you to study an individual's oral reading progress over time.

Publisher: Pro-Ed and Pearson (2001)

 
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The Gray Oral Reading Tests-Diagnostic  (GORT-D)
now called: Gray Diagnostic Reading Tests (GDRT-2)

Test measure: Reading skills progress

Ages: 6 - 13, 11 months

Administration time: 45 - 60 minutes

Test purpose: Assesses students who have difficulty reading continuous print and who requires an evaluation of specific abilities and weakness.

The GDRT-2, a revision of the Gray Oral Reading Tests-Diagnostic (GORT-D),
(There are also the Gray Oral Reading Tests-Fourth Edition (GORT-4) and the Gray Silent  Reading Tests (GSRT), form the Gray reading test battery.)

GDRT 4 core subtests: Letter/Word Identification, Phonetic Analysis, Reading Vocabulary, and Meaningful Reading.
There are 3 supplemental subtests, Listening Vocabulary, Rapid Naming, and Phonological Awareness.  Publisher: Pro-Ed


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Vocabulary

Test of Language Development (TOLD)

Test of Language Development - Primary
Pre-Kindergarten through fourth grade An individually administered language battery.
Ages: 4-0 through 8-11
Administration Time: 1 hour
Development­Primary, Third Edition (TOLD-P) has 9 subtests that measure different components of spoken language. Picture Vocabulary, Relational Vocabulary, and Oral Vocabulary assess the understanding and meaningful use of spoken words. Grammatic Understanding, Sentence Imitation, and Grammatic Completion assess differing aspects of grammar. Word Articulation, Phonemic Analysis, and Word Discrimination are supplemental subtests that measure the abilities to say words correctly and to distinguish between words that sound similar.  Publisher: AGS Publishing

TOLD PRIMARY (Ages 4-0 through 8-11)

	SUBTEST	ABILITY MEASURED	CONSTRUCT
1.	Picture Vocabulary	Understanding words	Semantics
2.	Relational Vocabulary	Mediating vocabulary	Semantics
3.	Oral Vocabulary	Defining words	Semantics
4.	Grammatic Understanding	Understanding sentence meaning	Syntax
5.	Grammatic Completion	Understanding sentence formation	Syntax
6.	Sentence Imitation	Repeating sentences	Syntax
7.	Word Discrimination	Noticing sound difference	Phonology
8.	Phonemic Analysis	Segmenting words	Phonology
9.	Word Articulation	Saying words correctly	Phonology

Test of Language Development - Intermediate
Focus on middle school language An individually administered language battery.
Ages: 8-0 through 12-11
Administration Time: 30 minutes to 1 hour
The TOLD-I, third edition assesses the understanding and meaningful use of spoken words, as well as different aspects of grammar. This third edition features five subtests.

TOLD INTERMEDIATE (Ages 8-0 through 12-11)

	SUBTEST	ABILITY MEASURED	CONSTRUCT
1.	Sentence Combining	Constructing sentences	Syntax
2.	Picture Vocabulary	Understanding word relationships	Semantics
3.	Word Ordering	Constructing sentences	Syntax
4.	Generals	Knowing abstract relationships	Semantics
5.	Grammatic Comprehension	Recognizing grammatical sentences	Syntax
6.	Malapropisms	Correcting ridiculous sentences	Semantics

   
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Peabody Picture Vocabulary Test (PPVT) 

PPVT measures receptive vocabulary for standard English and a screening test of verbal ability.  Several versions of this test: PPVT-R, PPVT-III, PPVT-IV.
Ages 2-1/2 (2.6) through 90+ years.
Administration Time: 10-15 minutes
Publisher: AGS Publishing

Expressive Vocabulary Test (EVT)

The Expressive Vocabulary Test (EVT), expressive vocabulary and word retrieval.  The expressive assessment counterpart used in conjunction with the PPVT test (see the description above), and have both been updated (2006).
Ages 2-1/2 (2.6) through 90+ years.
Administration Time: 10-15 minutes
Publisher: Parson

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Group Reading Assessment and Diagnostic Evaluation (GRADE)

Author: Kathleen T. Williams
Date Published: 2001

For Pre-Kindergarten through Adult (post secondary):

Passage Comprehension -- Student reads a passage of text and responds to multiple-choice comprehension questions (both explicit and implicit).   This subtest is for each grade level, up to adult level.  

This is a link to the GRADE (119 pages) marketing brochure, with samples of the different test sections:

 http://www.pearsondiagnostic.com/downloads/GRADEManual.pdf

The Group Reading Assessment and Diagnostic Evaluation (GRADE) is not timed.
The administration time for the whole test is 45 - 90 mins.  If the student takes extra time on the Comprehension section it should be noted by the examiner.

This test can be given 4 times a year.  That there 2 forms A and B, used by alternating them.

Scores provided: Percentile ranks, standard scores, grade equivalents, normal curve equivalents, stanines, and growth scale values.

There are six subtests: Word reading (decoding and sight words), Word meaning (decoding and sight words), Vocabulary, Sentence comprehension, Passage comprehension, and Listening comprehension.

Publisher: Pearson Publishing

Gray Silent Reading Test (GSRT)
Measures an individual's silent reading comprehension ability ages 7 - 25.
This test consists of two parallel forms each containing 13 developmentally sequenced reading passages with five multiple-choice questions. The two forms of the test allow you to study an individual's reading progress over time.  It can be given individually or to groups.  Each form, of the test yields raw scores, grade equivalents, age equivalents, percentiles, and a Silent Reading Quotient.  Publisher: Pro-Ed

Classroom checks:


Diagnostic Assessment of Reading (DAR)
Provides individual diagnostic information in the areas of reading and language: word recognition, word analysis, oral reading, silent reading comprehension, spelling, and word meaning. Can be used by classroom teacher to get a quick assessment of a child's reading. Appropriate use requires training. This test is criterion referenced test, not as reliable as norm referred test. Grades K - 3 version, another version for grades 4 - 8. There are two measures of reading skill oral reading (decoding) and comprehension. A reported instructional level is meaningless in DAR for both decoding and comprehension. There is not one score. Hearing your child is reading at "DAR of level 12" does not give you enough information about student's reading performance.

 

   

 

 

 

 

 

 

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Qualitative Reading Inventory (QRI)
Is an informal reading inventories. It provides graded word lists and numerous passages designed to assess the oral reading, silent reading, or listening comprehension of a student. It contains narrative and expository passages at each pre-primer through high school level. All are self-contained selections highly representative of the structure and subject matter of materials found in basal readers and content-area textbooks.  Passages at the pre-primer through second grade levels are presented with and without pictures. Maps and illustrations are part of the high school selection. Prior to reading, knowledge of concepts important to an understanding of the passage is assessed, which allows the examiner to label a passage as familiar or unfamiliar to each student. The QRI–3 measures comprehension in several ways: through an analysis of the student's retelling, through the answers to explicit and implicit comprehension questions, through the use of look-backs that allow readers to search in the text for information to answer questions not previously answered correctly, and through the use of think-alouds to analyze students’ thoughts during reading.  This test allows the user to evaluate a reader's comprehension abilities in light of his or her background knowledge about a subject and whether the text was narrative or expository. The reader's answers to explicit and implicit comprehension questions allow the examiner to assess the reader's understanding of the text.  The examiner can also assess the reader's understanding of the structure of the text through a qualitative analysis of his or her retelling.  Look-backs and think-alouds can be used to assess a reader's awareness and use of various metacognitive strategies for comprehending text. 

The Wilson Assessment of Decoding and Encoding (WADE)
A criterion-referenced assessment that can be used for pre and post testing purposes, as well as a placement and pacing guide. The WADE measures sound production of graphemes in isolation, fluent decoding (sounding out words) and encoding (spelling) of phonetically regular words and high frequency irregular words.  Wilson states that the WADE must be used as well as a formal reading test. Either the Woodcock Reading Mastery Test, Woodcock Johnson III, or Woodcock Diagnostic Reading Battery is recommended. A similar, individualized reading assessment may be substituted if it provides information regarding decoding, comprehension and total reading.  Publisher: Pro-Ed

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Stanford Diagnostic Tests

There two separate test, one for reading and mathematics.  The Stanford Diagnostic Reading (SDRT) and Mathematics Test (SDMT). Both tests a student's reading and mathematics strengths and weaknesses.  Both the Stanford Diagnostic tests are for Grades: 2 - 12, The test are colored coded, Red=Grade 2, Orange=Grade 3, Green=Grade 4, Purple=Grade 5- 6, Brown=Grade 7-8, Blue=Grade 9-12. There is only one form for the Red, Orange and Green levels - Form J. There are two forms for the Purple, Brown and Blue levels - Forms J and K.

 

Publisher: Pearson

STANFORD Diagnostic Reading Test (SDRT) - 4th edition
The test SDRT is a group administered, norm-referenced multiple-choice test, and has 3 subtests.

Administration time: The test SDRT is 85 minute test may be given in one sitting or each section may be given on different days or different times.

Each section must be given in one sitting.

Score:

• Above, at, or close to grade level: No more than one year below grade level.
• Below grade level: More than one year below grade level, but no more than three years below grade level at grades 6-10 and two years below grade level at grades 4 and 5.
• Significantly below grade level: More than three years below grade level at grades 6-10; more than two years below grade level at grades 4 and 5.

The Total Reading score is not an average of the three scores on the subtests--weighted, unweighted, or otherwise. It is based on the total number of questions answered correctly on all portions of the test and is derived by comparing how the student performed on the whole test with how students from different grade levels at different times of the year have typically performed on the same test.  

Subtest:
Reading Vocabulary  measures the range of words your child knows, based on grade-level expectations;
Reading Comprehension measures how well your child understands and analyzes various types of reading material; and Scanning Skills measures your child’s ability to skim through reading material to find information.

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Reading Levels Chart - This table that cross reference the various common reading levels used in different reading programs. It includes a 8 column table: Grade level (Basal level), Fountas/Pinnell (FP), DRA Levels, EIL Levels, PM Levels, Rigby Levels, and Sails. Created by Harcourt Achieve’s Educational Support Services Department (Aug. 2005).

As part of No Child Left Behind (NCLB) Act, and the “Reading First” Initiative (2001), The Florida Center for Reading Research (FCRR) has two tables: Core and Intervention reading program that are on the market.  FCRR reports Rating of Reading programs, by the five critical components areas of reading:

1. Phonemic Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension strategies

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Stanford Diagnostic Mathematics Test

Test Purpose: Designed to identify specific mathematical concepts in which a student is lacking.

Population: Grades 1.5 to 6.5.

Scoring: Covering the mathematical content of grades 1 through 8, the test is divided into four levels, (two grades per level).
Has both norm-referenced and content-referenced interpretations.  The three subtests produce raw scores that can be converted into percentile ranks, stanines, grade equivalents, and scaled scores for each of the three subtests and for the total score.

Subtest:  Three areas: Number System and Numeration, Computation, and Applications. It may be administered to single individuals or to groups, and permits both norm-referenced and content-referenced interpretations.

Time: (95-110) minutes, it may be administered to single individuals or to groups.

Description: The Stanford Diagnostic Mathematics Test (SDMT) was designed to identify those specific mathematical concepts and skills on which a student is making less than satisfactory progress. 

Publisher: Pearson

 

Analytical Reading Inventory (ARI)

Informal Reading Inventory (IRI)

 


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Writing


Test of Early Written Language (TEWL) - There are two forms of this test (form A and B, so the test can be repeated with it being contaminated by memory.)  Two subtest: Basic Writing and a Contextual writing.   For students ages: 4 to 10 years, 11 months.  Publisher: AGS Publishing

Writing Process Test (WPT) - This norm-referenced test is a direct measure of writing that requires the student to plan, write, and revise an original composition. The WPT assesses both written product and writing process. The student’s analysis is elicited via a checklist of quick, easy questions about the composition. The examiner can also gain insight into the student’s awareness of having used metacognitive strategies when planning and recursive behaviors when composing and revising.   The test can be administered individually or in groups for people 8 through 19 years of age (or in Grades 2 through 12), and administration usually takes 45 minutes.  Publisher: Pro-Ed

Test of Written Language (TOWL) - There are two forms of this test (form A and B, so the test can be repeated with it being contaminated by memory.)  Examiners can evaluate student growth in writing using pretesting and post testing that is not contaminated by memory. Composite quotients are available for overall writing, contrived writing, and spontaneous writing.  Eight subtest: Contextual conventions, Contextual language, Story construction, Vocabulary, Spelling, Style, Logical sentences, and Sentence combining.   Details on three of the subtests: Contextual Conventions-measures capitalization, punctuation, and spelling; Contextual Language-measures vocabulary, syntax, and grammar; and Story Construction-measures plot, character development, and general composition.  For students in grade 2 - 12.  Publisher: Pearson Assessments

Test of Written Expression (TOWE)  - Uses two assessment methods to evaluate a student's writing skills. The first method involves administering a series of 76 items that tap different skills associated with writing. The second method requires students to read or hear a prepared story starter and use it as a stimulus for writing an essay (i.e., the beginning of the story is provided, and the writer continues the story to its conclusion).  For students between 6 years, 6 months to 14 years, 11 months.  Publisher: Pearson Assessments



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Spelling

Kaufman Test of Educational Achievement (KTEA) - Accesses the student's ability to spell 50 isolated real words that are organized on order of difficulty.  This test provides standard scores, percentiles  and grade equivalents.

Test of Written Spelling Fourth Edition (TWS-4) - Is a norm-referenced test of spelling administered using a dictated word format. The TWS-4 now has two alternate or equivalent forms (A and B) which make it more useful in test-teach-test situations. The TWS-4 is appropriate for students in Grades 1 through 12 as well as for those in remedial programs. The TWS was developed after a review of 2,000 spelling rules. The words to be spelled are drawn from 10 basal spelling programs and popular graded word lists.   The results of the TWS-4 may be used for four specific purposes: to identify students whose scores are significantly below those of their peers and who might need interventions designed to improve spelling proficiency, to determine areas of relative strength and weakness in spelling, to document overall progress in spelling as a consequence of intervention programs, and to serve as a measure for research efforts designed to investigate spelling.  Can be administered in 20 minutes to either groups or individuals and yields the following educationally relevant information: standard scores, percentiles, spelling ages, and grade equivalents.
 


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Math

Key  Math Diagnostic Arithmetic Test - Revised (Key Math-R) - The student "points-to" and uses "paper and pencil".  Takes 30-45 minutes, for ages preschool to grade 6.  There are three major areas consisting of 14 subtest.   Basic concepts -investigates basic Mathematical concepts and knowledge (Numeration, rational numbers and Geometry), Operations -of basic computation process (addition, subtraction, multiplication, division and mental computations), and Applications- Functional application using mathematics necessary to daily life (Measurement, time, money, estimation, interpretation of data, problem solving).  Publisher: Pearson Publishing.  

Test of Mathematical Abilities (TOMA) - The TOMA-2 was  developed for use in grades 3 through 12. It measures math performance on the two traditional major skill areas in math (i.e., story problems and computation) as well as attitude, vocabulary, and general application of mathematics concepts in real life.  The TOMA-2 has five subtests, four in the core battery (Vocabulary, Computation, General Information, and Story Problems) and one supplemental subtest (Attitude Toward Math).  Publisher: AGS Publishing.   

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Speech and Language:

CELF-3 -  Clinical Evaluation of Language Fundamentals, thrid edition 
This is a comprehensive diagnostic tool to measure the (oral) language skills of learning-disabled students in the areas of semantics, syntax, and memory.

Age Range: 6 - 21 years.
Time to administer: individual, 30-45 minutes depending on client.
Publisher: Pearson

The CELF-3 has 11 Subtests include:

Sentence Structure (Receptive), Concepts and Directions (Receptive),  Semantic Relationships (Receptive), Listening to Paragraphs (Receptive), Word Classes (Receptive), Recalling Sentences (Expressive),  Word Structure (Expressive), Formulated Sentences (Expressive), Sentence Assembly (Expressive),  Word Associations (Expressive),  Rapid Automatic Naming (Expressive).  Pragmatics Profile is not administered as a standardized test, it is a profile used to gain information about the student's social performance in the classroom.

Receptive Language:
1. Sentence structure: points to 1 of 4 pictures in response to an orally presented stimulus.
2. Concepts and directions: identifies pictures of geometric shapes in response to orally presented direction.  This subtest evaluates a student's ability to interpret, recall and carry out oral commend as of increasing length and complexity containing specific linguistic concepts.
3. Semantic relations: listen to 4 facts, then select 2 of 4 visually presented options.
4. Word classes: picks 2 out of 3 or 4 words orally presented that go together.
5. Recalling sentences: imitation of orally presented sentence. This subtest evaluates a student's ability to recall and repeat spoken sentences of increasing length and complexity with out changing the words or word meaning and no visual stimuli.

Expressive  Language:
1. Sentence assembly: produces 2 semantically and syntactically intact sentences from visually and orally presented words or word clusters.
2. Word structure: completes orally presented sentences with picture stimuli.
3. Formulated sentences: given target word and picture stimulus and asked to form sentence.
4. Recalling sentences: imitate orally presented sentences.
5. Word associations: lists as many words within given category as possible in 1 minute.

The whole battery need not be administered to obtain a norm referenced language score.  Three subtests can be administered to obtain an Expressive Language score, and 3 subtests can be administered to obtain an receptive language score.

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CELF-4 Clinical Evaluation of Language Fundamentals, fourth edition

Age Range: 5 - 21 years.
Time to administer: individual, 30-60 minutes depending on client.
View a CELF-4 Scoring Assistant Sample Scoring Report
Publisher: Pearson

CELF–4 has 19 subtests, some are new subtests, others are revised subtests from CELF–3, and still others are CELF–3
subtests that have been maintained without changes. A description of each of the new CELF–4 subtests follows.

Expressive Vocabulary, for ages 5–9 years, enables you to evaluate the student’s ability to name illustrations of
people, objects, and actions (referential naming). This ability relates to preschool, and elementary grade curriculum
objectives for labeling and remembering names for people and objects (nouns) and actions (verbs) and using them in
academic contexts in response to pictures, graphs, diagrams, and other illustrations, and in spontaneous language to
express concise meaning.

Word Definitions, for ages 10–21 years, you can evaluate the student’s ability to analyze words for their meaning features, and define words by referring to class relationships and shared meanings, and describe meanings that are unique to the reference or instance. This ability relates to upper elementary and secondary grade curriculum objectives for knowing and using words as concepts with broad, generic applications, rather than with narrow, concrete and contextually bound meanings.

The Expressive Vocabulary and Word Definitions subtests enable you to probe the student’s vocabulary skills.

Phonological Awareness subtest helps evaluate the student’s knowledge of the sound structure of the language and the ability to manipulate sound through:

(a) rhyme awareness and production;
(b) sentence, syllable, and phoneme segmentation;
(c) syllable and phoneme blending;
(d) syllable detection; and
(e) phoneme identification and manipulation.

Phonological awareness skills relate to preschool and elementary-grade curriculum objectives for producing rhyme and manipulating sounds required for pre-reading and reading. The Phonological Awareness subtest was added to strengthen CELF–4’s tie to literacy.

The Pragmatics Profile provides a profile of a student’s pragmatic skills with a checklist of descriptive items in three areas:

Rituals and Conversational Skills;
Asking For, Giving, and Responding to Information; and
Nonverbal Communication Skills.

The Pragmatics Profile broadens the scope of assessment by encouraging teachers and/or caregivers to participate in the evaluation process.  Pragmatics Profile was added to CELF–4 to help evaluate a child’s language use.

Observational Rating Scale (ORS) is now included with CELF–4 as a performance-based assessment. It offers 40 statements that describe problems a student may have in listening, speaking, reading, and writing.  Parents and teachers rate the student using a 4-point frequency of occurrence scale. The student can evaluate his or her own skills in this area, too. The Observational Rating Scale provides information about the student’s language in classroom
and home contexts.

Working Memory can now be assessed using Familiar Sequences and Number Repetition. The Working Memory index score and Number Repetition and Familiar Sequences subtests are included  to help you explore the possible effect memory skills may have on a student’s language disorder. Consider a student’s Working Memory index score as preliminary screening information to be used in making decisions about the need for referrals to other professionals who can fully evaluate the student’s memory abilities. Number Repetition and Familiar Sequences subtests broaden the scope of CELF–4 and provide information about  working memory ability.

The CELF–4 subtests provide a measure of specific aspects of language form, content, use, and working memory depending on the subtest task and the student’s response.

Several subtests are used to make up each composite score.  In addition to the Core Language score, CELF–4 provides the following scores to help you assess your students:

Receptive Language index, Expressive Language index, Language Content index, Language Structure index, Language Memory index, and the Working Memory index.

CELF-4			Composite Score Formed
Subtests	Student Tasks	Category	Ages 5-8	Ages 9-21
Concepts and Following Directions	The student points to pictured objects in responce to oral directions	receptive	core	9-12 core
Word Structure	The student completes sentences using the targeted structure(s)	expressive	core
Recalling Sentences	The student imitates sentences presented by the examiner	receptive / expressive	core	core
Formulated Sentences	The student formulates a sentence about visual stimuli using a targeted word or phrase	expressive	core	core
Word Classes 1 and 2	The student chooses two related word and describes their relataionship	receptive	receptive / content	core
Sentence Structure	The student points to a picture that illustrates the given sentence	receptive	receptive / structure
Expressive Vocabulary	The student identifies a pictured object, person, or activity	expressive	content	content
Word Definitions	The student defines a word that is presented and used in a sentence	receptive		core / content
Understanding Spoken Paragraphs	The student responds to questions aobut orally presented paragraphs; questions target main idea, details, sequence, inferential, and predictive information.	receptive	supplemental	content / receptive
Sentence Assembly	The student produces two semantically / grammatically correct sentences from visually and orally presented words/group of words.	expressive		content
Semantic Relationsships	The student listens to a sentence and selects the two choices that answer a target question	receptive		receptive / language memory
Number Repetitions 1 and 2	The student repeats a series of numbers forward, then backwards	expressive	working memory	working memory
Familiar Sequences 1 and 2	The student names the days of week, counts backward, orders other informaiton while being timed	expressive	working memory	working memory
Rapid Automatic Naming	The student names colors, shapes, and color-shapes combinations wile being timed	expressive	supplemental	supplemental
Word Associations	The student names words in specific categories while being timed	expressive	supplemental	supplemental
Phonological.Awareness	The student rhymes, segments, blends, identified sounds and syllables in words and sentences	expressive	supplemental	supplemental
Pragmatics Profile	The examiner elicits informaiton from a parent or teacher about the student's social language skills.	receptive / expressive	supplemental	supplemental
Observational Rating Scales	Parent, teacher(s), and studnet each rate the student's classroom interaction and communication skills.	receptive / expressive	supplemental	supplemental

 = new subtest CELF-3 to CELF-4

core = core language score	structure = structure index
receptive = receptive language index	language memory = language memory index
expressive= expressive  language index	working memory = working memory index
content = language content index	supplemental = supplemental subtest

                              

Test of Language Competence (TLC)

Test Measure:
Listening Comprehension and Oral Expression part of metalinguistic higher-level language functions.

Subtests include:
1. Ambiguous Sentences - assesses a student's ability to comprehend and accurately interpret sentences that contain ambiguities arising from multiple-meaning words or syntactic structure.

2. Listening Comprehension: Making Inferences - assesses a student's ability to listen and understand description of situations presented orally in order to generate two plausible inferences.  (This is different from TOPS subtest, also called making inferences where the student needs to give a logical explanation about a situation combing what they know or able to use their own previous experiences and background information.)
 
3. Oral Expression: Recreating Speech Acts - assesses a student's ability to formulate sentences related to a given situation using correct syntax and semantic content.

4. Figurative Language - assesses a student's ability to comprehend and interpret figurative expressions, and a supplemental memory subtest.

Age Range: Level 1 -  ages  5 - 9 years old, or
                     Level 2 - ages 10 - 18 years old

Time to administer: individual, less than 60 minutes depending on client.

Publisher: Harcourt

             

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Oral and Written Language Scales (OWLS)

Test measure:
Language tasks, there are 3 sections: Written Expression, Oral Expression, and Listening Comprehension.

Purpose:
Written Expression - measures the use of conventions (handwriting, spelling, punctuation), the use of syntactical forms (modifiers, phrases, sentence structures), and the ability to communicate meaningfully (relevance, cohesiveness, organization). The examiner presents oral, written, and pictorial prompts, and examinees write their responses in a booklet.
Oral Expression - requires no reading on the student's part.  The examiner reads a stimulus word printed on one side of the convenient easel, and the examinees responds by indicating one of four pictures on the other side.
Listening Comprehension - requires the examinee to answer questions, complete sentences, or generate sentences in response to oral or verbal stimuli.

Ages Range: 3- 21 years  for Oral Expression, and Listening Comprehension.
ages 5 - 21 for Written Expression

Administration time:
Written Expression - 15 to 25 minutes, Oral Expression - 10 to 25 minutes, and Listening Comprehension - 5 to 15 minutes.

Score:
Provides both age-based and grade-based standard scores, grade and test-age equivalents, percentile ranks, normal curve equivalents, and stanines