Standardized reading tests are an essential component of reading instruction. They provide data on the student's current knowledge and skill set as well as a means to measure student progress. Thus, they are a tool educators can use to obtain the information needed to design appropriate instructional plans. Furthermore, the data gleaned from standardized tests can be used to inform individualized instruction as well as class instruction.
Benefits
Though standardized tests are but one means of measuring student reading ability, as assessment instruments they have the benefit of being both valid and reliable. A reliable assessment is one that is consistent. That is, students will receive the same score on the test if given again under the same circumstances. A valid test is one that measures what it is meant to measure. By meeting these criteria, standardized tests must be included in student reading assessments.
Comprehensive Test of Phonological Processing
The Comprehensive Test of Phonological Processing uses a variety of methods to determine a student's ability to understand and use phonological awareness. Phonological awareness is a student's knowledge that words are made up of sounds. Another aspect of phonological awareness is the student's ability to discern the individual sounds that make up words. The sub-tests require students to match words that begin with the same sound, match words that end with the same sound and repeat a word while pausing between each phoneme. Other sub-tests ask students to repeat a word with one phoneme omitted or to repeat a nonsense word. In addition to phonological processing, this test also measures verbal memory and rapid automatic naming (how quickly a student can name objects from pictures).
Early Reading Diagnostic Assessment
The Early Reading Diagnostic Assessment tests pre-reading through basic reading skills. The sub-tests address letter recognition, rhyming, phonological awareness skills, syllable recognition and sight reading. Additional sub-tests evaluate a student's listening and reading comprehension. Also included is a sub-test that measures a student's ability to recognize that words may have multiple meanings. The test can be individualized. Depending on the student's skill level, some sub-tests are optional or additional sub-tests are recommended.
Dynamic Indicators of Basic Early Literacy Skills
The Dynamic Indicators of Basic Early Literacy Skills assesses three of the "Five Big Ideas in Beginning Reading." They are: phonological awareness, alphabetic principle and fluency in reading grade-level text. Alphabetic principle is a student's understanding that words are made up of letters or symbols that represent sounds. The test does not assess vocabulary or reading comprehension (the remaining two big ideas in beginning reading). The Dynamic Indicators of Basic Early Literacy Skills assessment also includes a system whereby student performance data can be collected and charted.
Gray Oral Reading Test IV
This widely-used test measures students' ability to read orally. It tests the student's reading rate, accuracy, fluency and comprehension. The test also can help identify individuals who have difficulty reading and diagnose their strengths and weaknesses in oral reading. The test consists of increasingly complex paragraphs the student is asked to read aloud and corresponding comprehension questions. The test can be given to students up to age 18.
Test of Word Reading Efficiency
The Test of Word Reading Efficiency has two sub-tests. One assesses a student's ability to sight-read actual words. The second tests a student's ability to read pseudo words. Reading pseudo words measures the student's ability to decode phonemically. The students must read as many words as possible in a specified period of time. The test can be used with students ages six to 24. As each sub-test has two forms of equally difficult words, the test may be given as pre- and post-assessments.
Group Reading Assessment and Diagnostic Evaluation
The Group Reading Assessment and Diagnostic Evaluation provides alternate forms for each test level, which ranges from prekindergarten to post-secondary education. It assesses reading comprehension, listening comprehension, decoding ability, alphabetic knowledge, vocabulary and phonemic awareness. The test includes various scoring options and an online reporting and management system, through which a student's progress can be monitored.
Woodcock Reading Mastery Tests
The Woodcock Reading Mastery Tests can be used for students ages four through adult. The test includes two versions, so it can be given as a pre- and post-test. The assessment includes several sub-tests: phonological awareness, letter and word identification, oral reading fluency, word attack, word comprehension and passage comprehension. The assessment is given to students individually and is often used with students who are struggling with reading. The Woodcock Reading Mastery Tests may be used in assessments to identify students with cognitive disabilities.
Iowa Test of Basic Skills
The Iowa Test of Basic Skills serves multiple purposes: identifying individual student's skill level for each test area, evaluating a student's strengths and weaknesses in skill areas and monitoring yearly growth in each skill area. The Iowa Test of Basic Skills has two levels: level 5-8 (primary grades) and level 9-14 (grades 3-8). The Level 5-8 sub-tests assess vocabulary, word analysis and reading comprehension. The Level 9-14 sub-tests evaluate vocabulary and reading comprehension.
Considerations
Numerous standardized assessments exist for each reading skill. When determining which assessment to use, educators should ensure that the standardized assessments used are aligned with the school's reading curriculum. Furthermore, when high stakes decisions are to be made regarding student placement, it is essential that reliable, standardized tests are included in the assessments.
