TESTS: Reading

 

Below are products utilized in testing and monitoring
Reading
We also sell individual components for most tests.
Please contact our office for a complete listing of items and prices.
Please note: prices are subject to change without notice,
please contact us for current pricing.

Products listed in our Catalog under "Reading":

Comprehensive Test of Phonological Processing (CTOPP)
Diagnostic Screening Tests: Reading (DSTR) - Third Edition
Edmark Reading Program: Level 1 Complete Program
Edmark Reading Program: Level 2 Complete Program
Gray Oral Reading Tests - Third Edition [GORT-4] 
Gray Diagnostic Reading Tests - Second Edition [GDRT-2]
Gray Silent Reading Tests [GSRT]
Kaufman Test of Educational Achievement [K-TEA]
Lindamood Auditory Conceptualization Test - Third Edition [LAC-3]
Reading Comprehension Battery For Aphasia-2nd Edition [RCBA-2]
Slosson Oral Reading Test – Revised (SORT-R3)
Standardized Reading Inventory - Second Edition [SRI-2]
Test of Preschool Early Literacy [TOPEL]
Test of Early Reading Ability – Deaf or Hard of Hearing [TERA-D/HH]
Test of Early Reading Ability -Second Edition [TERA-2] 
Test of Phonological Awareness [TOPA]
Test of Phonological Awareness Skills [TOPAS]
Test of Pictures/Forms/Letters/Numbers Spatial Orientation and Sequencing Skills [TPFLNSOSS]
Test of Reading Comprehension: A Method for Assessing the Understanding of Written Language, Third Edition [TORC-3] 
Test of Oral Reading and Comprehension Skills [TORCS]
Test of Silent Contextual Reading Fluency (TOSCRF)
Test of Silent Word Reading Fluency (TOSWRF)
Test of Word Reading Efficiency [TOWRE]
Wilson Reading System Deluxe Set
Woodcock Reading Mastery Tests - Revised, NU [WRMT-R] 

Place an order - Check out our order form (please be sure to refer to our ordering instructions prior to placing orders)

Comprehensive Test of Phonological Processing (CTOPP)          

Richard Wagner, Joseph Torgesen, and Carol Rashotte

Ages: 5-0 through 24-11
Testing Time: 30 minutes
Administration: Individual

The Comprehensive Test of Phonological Processing (CTOPP) assesses phonological awareness, phonological memory, and rapid naming. Persons with deficits in one or more of these kinds of phonological processing abilities may have more difficulty learning to read than those who do not. The CTOPP was developed to aid in the identification of individuals from kindergarten through college who may profit from instructional activities to enhance their phonological skills. Because the test battery spans such a wide range of ages, and the abilities it taps are so varied across the ages, it was necessary to develop two versions of the test. The first version, developed for individuals ages 5 and 6 (primarily kindergartners and first graders), contains seven core subtests and one supplemental test. The second version, for individuals ages 7 through 24 (persons in second grade through college), contains six core subtests and eight supplemental tests. In both versions the supplemental tests are provided to allow the examiner to more carefully assess specific phonological strengths and weaknesses. Both versions are individually administered, taking about 30 minutes to administer the core subtests.

The CTOPP has four principal uses: (a) to identify individuals who are significantly below their peers in important phonological abilities, (b) to determine strengths and weaknesses among developed phonological processes, (c) to document an individual’s progress in phonological processing as a consequence of special intervention programs, and (d) to serve as a measurement device in research studies investigating phonological processing. The test contains the following subtests: Elision, Blending Words, Sound Matching, Memory for Digits, Nonword Repetition, Rapid Color Naming, Rapid Digit Naming, Rapid Letter Naming, Rapid Object Naming, Blending Nonwords, Phoneme Reversal, Segmenting Words, and Segmenting Nonwords.

CTOPP Composites

The Phonological Awareness Quotient (PAQ) measures an individual’s awareness and access to the phonological structure of oral language.

The Phonological Memory Quotient (PMQ) measures the examinee’s ability to code information phonologically for temporary storage in working or short-term memory.

The Rapid Naming Quotient (RNQ) measures the examinee’s efficient retrieval of phonological information from long-term or permanent memory, as well as the examinee’s ability to execute a sequence of operations quickly and repeatedly.

 

Scores Available

Percentiles, standard scores, and age and grade equivalents are provided. Percentiles are easily understood by parents and others with whom the examiner might want to share the results. Subtest standard scores have a mean of 10 and a standard deviation of 3. The Phonological Awareness, Phonological Memory, and Rapid Naming quotients have a mean of 100 and a standard deviation of 15. Age and grade equivalents show the relative standing of individuals’ scores.

Demographic Characteristics

The CTOPP was normed on over 1,600 individuals ranging in age from 5 through 24 and residing in 30 states. Over half of the norming sample came from children in elementary school (through grade five), where the CTOPP is expected to have its widest use. The demographic characteristics of the normative sample are representative of the U.S. population as a whole with regard to gender, race, ethnicity, residence, family income, educational attainment of parents, and geographic regions. The sample characteristics were stratified by age and keyed to the demographic characteristics reported in the 1997 Statistical Abstract of the United States.

Statistical Characteristics

Reliability of the CTOPP was investigated using estimates of content sampling, time sampling, and scorer differences. Most of the average internal consistency or alternate forms reliability coefficients (content sampling) exceed .80. The test/retest (time sampling) coefficients range from .70 to .92. The magnitude of the coefficients reported from all the reliability studies suggests that there is limited error in the CTOPP and that examiners can have confidence in the results.

 

Complete CTOPP Kit ncludes: Examiner’s Manual, 25 Profile/Examiner Record Booklets for Ages 5 to 6, 25 Profile/Examiner Record Booklets for Ages 7 to 24, Picture Book, and CD-ROM, all in a sturdy storage box. (1999)
B3001	CTOPP Complete Kit	$390.00
B3001-A	CTOPP Examiner's Manual	$140.00
B3001-B	CTOPP Picture Book	$61.00
B3001-C	CTOPP Profile/Examiner Record Booklets (Ages 5 to 6) (25)	$85.00
B3001-D	CTOPP Profile/Examiner Record Booklets (Ages 7 to 24) (25)	$100.00
B3001-E	CTOPP CD-ROM	$32.00

 

 

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Diagnostic Screening Tests: Reading (DSTR) - Third Edition
Thomas D. Gnagey, Patrcica A. Gnagey  

Grades: First-Junior College
Administration: 5-10 minutes. Individual

This test is designed as a quick, valid method for estimating practical data about student’s reading skills. Four major scores are computed: 1) Word Reading Comfort Level – the level at which the student knows almost all of the words and reads each without assistance, 2) Word Reading Instructional Level – the level at which the student knows 85 to 90% of the words and so reads easily enough to gradually acquire the new vocabulary and associated skills, 3) Word Reading Frustration Level – the level at which the student is unable to read so many of the words and therefore misses the essence of passage and finds the task of reading uncomfortable or unpleasant, and 4) Comprehension of Passages Levels – the level at which the student is able to understand and remember the facts and subtleties of passages. (Both Reading and Listening Comprehension are tested).

There are also eight diagnostic scores, which reflects skills in phonics and word attack proficiencies plus sight vocabulary. A Consolidation Index (CI) score is also computed for the Instructional Word Reading Level. The DSTR- has an 84-work range. An appropriate remedial program can be initiated immediately using the teacher’s favorite materials.

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Edmark Reading Program: Level 1 Complete Program

The Edmark Reading Program, Level 1 print version provides students with one-on-one teacher-to-student lessons. The clear structure and presentation method of the lessons allow teachers to effectively employ paraprofessionals and peer tutors in their teaching.

This program teaches 150 words chosen from the Dolch Word List and first-grade readers, as well as regular plural, tense, and gerund endings, capitalization, and punctuation. From the beginning, students find success with a process that teaches a word, introduces its meaning, provides comprehension practice, and uses the word in the story context. All learning modalities are incorporated into this highly effective instructional sequence. Carefully-planned introduction of words and evolution of sentence structure also promote language development. At ten-word intervals, review and test activities are provided allowing teachers to test student knowledge of the words they are learning. Short instructional steps, repetition, and constant positive reinforcement build student self-confidence.

The Story Book lessons include 16 stories with colorful full-page drawings that illustrate simple sentences. Only learned words are used in the stories. Direction Card and Picture/Phrase Card lessons represent a broad diversity of people, role models, and settings. Object oriented words such as "car" are represented by a variety of illustrative sizes, shapes, and colors.

A Teacher's Guide provides learning objectives, classroom activity ideas, and research references. Student Record Books assist teachers in tracking student progress throughout the program and developing IEP objectives.

The Edmark Reading Program, Level 1 print version can be used independently or in direct correlation with the The Edmark Reading Program, Level 1 software version for Macintosh and Windows platforms. Both have exactly the same sequence to address multiple learning styles and create varied activities to fully engage students.

Learning Opportunities

Recommended For

TARGET GROUP: Kindergarten through Grade 1

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Edmark Reading Program: Level 2 Complete Program

The Edmark Reading Program, Level 1 print version provides students with one-on-one teacher-to-student lessons. The clear structure and presentation method of the lessons allow teachers to effectively employ paraprofessionals and peer tutors in their teaching.

This program teaches 150 words chosen from the Dolch Word List and first-grade readers, as well as regular plural, tense, and gerund endings, capitalization, and punctuation. From the beginning, students find success with a process that teaches a word, introduces its meaning, provides comprehension practice, and uses the word in the story context. All learning modalities are incorporated into this highly effective instructional sequence. Carefully-planned introduction of words and evolution of sentence structure also promote language development. At ten-word intervals, review and test activities are provided allowing teachers to test student knowledge of the words they are learning. Short instructional steps, repetition, and constant positive reinforcement build student self-confidence.

The Story Book lessons include 16 stories with colorful full-page drawings that illustrate simple sentences. Only learned words are used in the stories. Direction Card and Picture/Phrase Card lessons represent a broad diversity of people, role models, and settings. Object oriented words such as "car" are represented by a variety of illustrative sizes, shapes, and colors.

A Teacher's Guide provides learning objectives, classroom activity ideas, and research references. Student Record Books assist teachers in tracking student progress throughout the program and developing IEP objectives.

The Edmark Reading Program, Level 1 print version can be used independently or in direct correlation with the The Edmark Reading Program, Level 1 software version for Macintosh and Windows platforms. Both have exactly the same sequence to address multiple learning styles and create varied activities to fully engage students.

Learning Opportunities

Recommended For

TARGET GROUP: Kindergarten through Grade 1

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Gray Oral Reading Tests - Fourth Edition [GORT-4] 
J. Lee Wiederholt and Brian R. Bryant

Ages: 6-0 Through 18-11
Testing Time: 20 – 30 Minutes

COMPLETELY REVISED WITH ALL NEW NORMS

The widely used and popular Gray Oral Trading Test- 3 has been revised and all new normative data provided. The Gort-4 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 ages 6-0 through 18-11.

The Gort-4 was normed on a sample of more than 1600 students aged 6 though 18. The normative sample was stratified to correspond to key demographic variables (i.e. race, gender, ethnicity, and geographic region). The reliabilities of the test are high: al average internal consistency reliabilities are 90 or above. 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 Gort-4 can be used with confidence to measure change in oral reading over time.
You can use the Grot-4 in a variety of settings, such as elementary and secondary schools, clinics, and reading centers. The two forms for the test allow you to study an individual’s oral reading progress over time.

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GRAY Diagnostic Reading Tests – Second Edition [GDRT-2]
Brian R. Bryant & J. Lee Wiederholt
 
Age: 6-0 to 13-11
Testing Time: 45 to 60 minutes
Administration: Individual

The Gray Diagnostic Reading Tests-Second Edition (GDRT­2) has been revised and updated to reflect current research in reading. The GDRT­2, a revision of the Gray Oral Reading Tests­Diagnostic (GORT­D), along with the Gray Oral Reading Tests­Fourth Edition (GORT­4) and the Gray Silent Reading Tests (GSRT), form the Gray reading test battery. The GDRT­2 assesses students 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 GDRT­2 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.

The GDRT­2 was normed in 2001-­2002 on a sample of 1,018 students ages 6 through 18. The normative sample was stratified to correspond to key demographic variables (i.e., race, gender and geographic region). The reliabilities of the test are high; all average internal consistency reliabilities for the composites are .94 or above. Other major improvements include: Studies showing the absence of culture, gender, race, and disability bias have been added, and several new validity studies have been conducted, including a comparison of the Wechsler Intelligence Scale for Children­Third Edition (WISC­III) to the GDRT­2.

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Gray Silent Reading Tests [GSRT]
J. Lee Weiderholt and Ginger Blalock

Ages: 7 Through 25

The Gray Silent Reading Tests (GSRT) will help you quickly and efficiently measure an individual’s silent reading comprehension ability. The GSRT is a new, exciting addition to the Gray reading test battery. This test consists of two parallel forms each containing 13 developmentally sequenced reading passages with five multiple-choice questions. You can give the test to person’s 7 years through 25 years of age. It can be given individually or to groups. Each form, of the test yields raw scores, grade equivalents, age equivalents, percentiles, and Silent Reading Quotient.
 
You can use the GSRT with confidence in a variety of settings such as elementary and secondary school, clinics, reading centers, and post secondary
environments. The two forms of the test allows you to study an individual’s reading progress over time.

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Lindamood Auditory Conceptualization Test - Third Edition [LAC-3]
Charles Lindamood and Patricia Lindamood

Ages: 5-0 through 18-11
Testing Time: 20-30 minutes
Administration: Individual

The LAC-3 is an individually administered, norm-referenced assessment that measures an individual's ability to perceive and conceptualize speech sounds using a visual medium. Because of the importance of these auditory skills to reading, the results are helpful for speech-language pathologists, special educators, and reading specialists. The LAC-3 also measures the cognitive ability to distinguish and manipulate sounds, which success in reading and spelling requires. This third edition of the LAC has been improved considerably. Three new categories of items that relate to multisyllabic processing have been added. The availablility of standard scores for the LAC-3 total score is a desirable new feature.

Characteristics and Improvements of the LAC-3:

• Normative data--Standard scores, percentile ranks, and age and grade equivalents are now provided for individuals between the ages of 5-0 through 18-11.
• More complexity--The number of items in Category II has been increased from 12 to 18. The syllables have been extended from 4 phonemes to 5. This category is now titled Tracking Phonemes (Monosyllables).
• Multisyllabic processing--Three new categories of items have been added which extend the test into the multisyllable level of processing. These subtests are titled Counting Syllables (Multisyllables), Tracking Syllables (Multisyllables), and Tracking Syllables and Phonemes (Multisyllables).
• More item analysis--All items on the test were evaluated using both conventional item analysis and the new differential item functioning analysis.
  More reliability--Reliability coefficients are provided for subgroups of the normative sample (e.g., African Americans, Hispanic Americans, gender groups) as well as for the entire normative sample.
• More validity studies--Many new validity studies have been conducted. Special attention has been devoted to showing that the test is valid for a wide variety of subgroups, as well as for the general population.
• Population characteristics--Characteristics of the total normative sample relative to socioeconomic factors, gender, ethnicity, and other critical variables are the same as those reported for 2001 in the Statistical Abstract of the United States (U.S. Bureau of the Census, 2001) and, therefore, are representative of the current U.S. population.
  Absence of bias--Studies showing the absence of gender, racial, linguistic, and ethnic bias have been added.
• Audio CD--An all new audio CD demonstrating correct pronunciation and administration of test items is provided with the complete test kit.
  

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Reading Comprehension Battery For Aphasia-2nd Edition [RCBA-2]
Leonard L. LaPointe-Jennifer Horner

Ages: preadolescent to geriatric
Testing Time: 30 minutes

Use the RBCA-2 to reveal severity and quality of acquired reading problems in people (preadolescent to geriatric) who have bad brain injury. This systematic evaluation is individually administered in 30 minutes and lets you measure the nature and degree of reading impairments, measure reading comprehension, and guide the direction and focus of therapy.

You’ll find the RCBA-2 appropriate for the use of preadolescent through geriatric clients-anyone with an acquired reading disability who previously had attained reading literacy. This test is first acquired dyslexia reading test developed specifically for acquired reading problems that accompany or a part of aphasia.
In addition, the RCBA-2 is designed to help you target treatment more effectively. You can administer and score the test quickly and easily. You’ll enjoy the utility of the new easel back stimulus books, and the updated art will hold patients’ interest.

The supplement material in this second edition consists of seven additional subtests that measure the different varieties of acquired dyslexia. Whereas the original RCBA measures silent reading comprehension. Use the subtests at your discretion-give the patient all seven or just one, according to need and available time.

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Slosson Oral Reading Test – Revised (SORT-R3)
Richard L. Slosson
Revised by: Charles L. Nicholson

Age: Preschool – Adult
Administration and scoring time 3-5 minutes.
Individual

The SORT-R3 remains a quick estimate of target word recognition for children and adults. It has been successfully used by collaborative/educational assessment teachers for several years.
   
The SORT-R3 gives a brief measure of reading ability and is most useful in identifying individuals with reading handicaps. The SORT-R3 contains 200 words arranged 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, List 2 is equivalent to approximately the second grade level, and so on.

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Standardized Reading Inventory (SRI-2)
Phyllis L. Newcomer

Levels: Preprimer Through Eighth Grade
 
The SRI is an instrument for evaluating students’ reading ability. It is designed like an informal reading inventory, each of its two forms consists of 10 graded passages incorporating key word extracted from five popular basal reading series with other words to form a new word list for primary, intermediate, and advanced readers.

 

Complete Kit Includes: Examiner’s Manual, Student Booklet, and 50 Summary/Record Sheets, all in a sturdy storage box. (B0092) $365
Individual Components:
B0092 – A	Examiner’s Manual	$89
B0092-B	Story Book	$74
B0092- C	Vocabulary Sheets (25) Form A	$22
B0092- D	Vocabulary Sheets (25) Form B	$22
B0092 – E	Record Booklets (25) Form A	$80
B0092- F	Record Booklets (25) Form B	$80
B0092 – G	Scoring forms (25)	$35

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Test of Preschool Early Literacy [TOPEL]

Ages: 3 to 5 years
Testing Time: 25 to 30 minutes
Administration: Individual

Children entering kindergarten or first grade are expected to have sufficient knowledge of vocabulary, phonological awareness, and print knowledge. The Test of Preschool Early Literacy (TOPEL) is a theoretically sound instrument designed to identify preschoolers who are at risk for literacy problems; therefore, allowing early intervention. It is easy to administer; early childhood educators, special educators, psychologists, diagnosticians, and other professionals who are interested in examine skills related to early literacy can administer the test. It provides valid and reliable raw scores, standard scores, and percentiles. The normative sample consists of 842 preschool-aged children (3 to 5 years), residing in 12 states.

The TOPEL has three principle uses:
1. Identification: Results from the TOPEL subtests are useful for documenting a child’s print, oral vocabulary, and phonological awareness ability

2. Documentation of Progress: Federal statutes, state laws, and/or school district policies at times require documentation of progress

3. Research: Educators can use this instrument to determine intervention-related change or to select students for research participation

The TOPEL has three subtests. All the results of which are then combined to determine the “Composite Score” that ultimately best represents a child’s emergent literacy skills:

- Subtest 1: Print Knowledge — 36 items; measures alphabet knowledge and early knowledge about written language conventions and form; the child is asked to identify letters and written words, point to specific letters, names specific letters, identify letters associated with specific sounds, and say the sounds associated with specific letters

- Subtest 2: Definitional Vocabulary — 35 items; measures single-word oral vocabulary and definitional vocabulary (assesses both surface and deep vocabulary knowledge); the child is shown a picture and asked to tell what the picture is, and to describe one of its important features

- Subtest 3: Phonological Awareness — 27 items; measures word elision and blending abilities; the child is asked to say a word, then say what is left after dropping out specific sounds (elision) for the first 12 items; the child is asked to listen to separate sounds and combine them to form a word (blending) for the remaining 15 items.

COMPLETE TOPEL KIT INCLUDES: Examiner’s Manual, Picture Book and 25 Record Booklets all in a sturdy storage box - 2007. (B12440) $414.00
Individual Components:

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Test of Early Reading Ability – Deaf or Hard of Hearing [TERA-D/HH]
D. Kim Reid, Wayne P. Hresko, Donald D. Hammill, & Susan Wiltshire

Ages: Under Age 8
Testing Time: 20 – 30 Minutes
 
The TERA-D/HH is the only individually administered test of reading designed for children with moderate to profound sensory hearing loss (i.e. ranging from 41 to beyond 91 decibels, corrected). It is also the only individually administered test designed for young children who are deaf or hard of hearing. Consisting of equivalent forms, the TERA-D/HH taps the child’s ability to construct meaning, knowledge of the alphabet and its functions, and awareness of print conventions.
   
Results are reported as standard scores (M=100; SD=15), percentile ranks, and normal curve equivalents. It was standardized on a national sample of more than 1,000 students who were deaf or hard of hearing. Normative data are provided for every 6-month interval from 3-0 through 13-11. Internal consistency and test-retest reliability, as well as validity coefficients are also reported in the manual. In all instances, coefficients approach or exceed .90. 

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Test of Early Reading Ability - Third Edition [TERA-3] 
D. Kim Reid, Wayne P. Hresko, & Donald D. Hammill

Ages: 3-6 Through 8-6
Testing Time: 30 Minutes
Administration: Individual

The Test of Early Reading Ability-Third Edition 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.

The Tera-3 has been improved in the following ways: New items have been added to make the test more reliable and valid for the upper and lower ages covered by the test; All pictures have been drawn in color to present a more appealing look to children; Examiners no longer have to prepare their own items that require the use of company logos an labels because these items are now standardized and provided as part of the test kit. Logos, and labels from such national companies as McDonald’s, Kraft, Libby’s etc. are used to make the TERA-3 colorful and meaningful; Age and grade equivalents are provided.

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Test of Phonological Awareness-Second Edition: PLUS (TOPA-2+)    
Joseph K. Torgensen, Brian R. Bryant

Ages: 5 through 8 years
Testing Time: Kindergarten--30-45 min.; Early - Elementary--15-30 min.
Administration: Group or individual

The TOPA-2+, a revision of the popular Test of Phonological Awareness, is a group-administered, norm-referenced measure of phonological awareness for children ages 5 through 8 years. The scale, which can also be administered individually, has demonstrated reliability and the test yields valid results that are reported in terms of percentile ranks and a variety of standard scores (e.g., scale scores, Normal Curve Equivalents) that can be selected based on the preference of the examiner and the purpose for which the results are to be used (e.g., identification; reports to local, state, or federal agencies). The TOPA-2+ has two versions, a Kindergarten version and an Early Elementary version, that measure young children's ability to (a) isolate individual phonemes in spoken words and (b) understand the relationships between letters and phonemes in English. The latter skill was not assessed by the original TOPA and is the reason the PLUS was added to the title.

One version, the Kindergarten TOPA-2+, can be administered any time during the kindergarten year but is likely to be most sensitive to individual differences during the second half of the year. This version uses two different item types to assess phonemic awareness. Ten Initial Sound-Same items require children to mark which of three words begins with the same sound as a target word. Ten Initial Sound-Different items require children to mark which word in a group of four words begins with a different first sound than the other three. A child's total score for phonemic awareness is the number correct on each item type added together. The Letter-Sounds subtest requires children to mark which letter, from a set of four, corresponds to a specific phoneme. The subtest has 15 items, and the child's score for the test is the total number correct.

The Early Elementary version of the TOPA-2+, for children in first and second grades, is similar in structure to the kindergarten version, except that the child must identify final sounds in words, which is a more difficult task. The 10 Ending Sound-Same items requires children to identify which of three words ends with the same sound as a target word, while the 10 Ending Sound-Different items asks children to mark which of a group of four words ends in a different sound than the others. As with the kindergarten version, the number correct on both item types is summed to get one total score for phonemic awareness. The Letter-Sounds test for the Early Elementary version requires children to spell simple pseudowords that are given as the names of "funny animals." The words vary from two to five phonemes in length, and they are all single-syllable. The child's score is the total number of words spelled correctly.

The TOPA-2+ was normed on 2,085 students from 26 states; 1,035 for the Kindergarten Version and 1,050 for the Early Elementary Version. The sample is representative of the United States across several key demographic variables (i.e., geographic region, gender, race, ethnicity, family income, educational attainment of parents). The TOPA-2+ manual provides evidence of internal consistency reliability, test-retest reliability, and interscorer reliability; all of which meet or exceed .80 across all ages. Evidence is also provided for content-descriptive validity, criterion-prediction validity, and construct-identification validity. The manual also provides evidence that the TOPA-2+ subtests are nonbiased in regard to gender, race, and ethnicity.

Major improvements in this edition:

COMPLETE TOPA-2+ KIT INCLUDES: Examiner's Manual, 50 Kindergarten Summary Forms, 50 Early Elementary Summary Forms, 25 Student Booklets for Kindergarten, and 25 Student Booklets for Early Elementary, all in a sturdy storage box. (2004)
B0108	TOPA-2+ Complete Kit	$330.00
B0108-A	TOPA-2+ Examiner's Manual	$115.00
B0108-B	TOPA-2+ Kindergarten Summary Forms (pad of 50)	$45.00
B108-C	TOPA-2+ Early Elementary Summary Forms	$45.00
B0108-D	TOPA-2+ Kindergarten Student Booklets (25)	$72.00
B0108-E	TOPA-2+ Early Elementary Student Booklets (25)	$72.00

 

 

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Test of Phonological Awareness Skills (TOPAS)

The TOPAS is helpful in identifying children, ages 5 through 10, who have problems in phonological awareness. It has four subtests (Rhyming, Incomplete Words, Sound Sequencing, and Sound Deletion) that measure three areas of phonological awareness: sound comparison, phoneme blending, and phoneme segmentation. The TOPAS is untimed, requires approximately 15-30 minutes to administer, and is administered individually.

THE TOPAS IS A WELL STANDARDIZED, NORM-REFERENCED INSTRUMENT.

The TOPAS was normed on a national sample of 926 children. The demographic characteristics of the sample were matched to those of the United States according to the updated 2001 census. The normative sample was stratified on the basis of age, gender, race, ethnic group membership, and geographic location.

THE TOPAS PROVIDES A VARIETY OF SCORES.
Percentile ranks, age equivalents, standard scores, and a composite score are provided. These performance indices facilitate test interpretation, including conducting discrepancy analyses between TOPAS subtests.

THE TOPAS IS RELIABLE.
The reliability coefficients for the test are high, ranging from .87 to .97. Average reliability coefficients range from .91 to .96 and all averaged coefficients for the composites exceed .90. Test/retest studies show that the TOPAS is stable over time.

THE TOPAS HAS WELL DOCUMENTED VALIDITY.
A variety of validity studies attest to construct-identification, content-description, and criterion-predictive validity. The test's relationship to the Comprehensive Test of Phonological Processing, Diagnostic Achievement Battery-Third Edition, Lindamood Auditory Conceptualization Test-Second Edition, Iowa Test of Basic Skills, California Achievement Tests-Fifth Edition, Test of Early Reading Ability-Second Edition, Wechsler Preschool Primary Scales of Intelligence-Revised, and the Test of Language Development-Primary: Third Edition has been established.

THE TOPAS IS NOT CULTURALLY BIASED.
The possibility of gender and ethnic test bias was investigated. Most of the potentially biased items were eliminated from the final version of the test. Two items showing Differential Item Functioning remain, both have negligible effect sizes.

COMPLETE TOPAS KIT INCLUDES: Examiner's Manual, Examiner Record Booklets (25), Block Kit, Block Kit Instructional Manual, and an Audio Cassette, all in a sturdy storage box - 2003. (B10330) $220.00
Individual Components:

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Test of Pictures/Forms/Letters/Numbers Spatial Orientation and Sequencing Skills [TPFLNSOSS]
Morrison F. Gardner

Ages: 5 Through 8
Testing Time: 15 Minutes
   
The TPFLNSOSS was developed to aid optometrists, occupational therapists, resource specialists, psychologists, learning specialists, teachers, and other professionals in determining a child’s ability to visually perceive forms and letters and numbers in the correct direction and to visually perceive words with the letters in the correct sequence.
The test yields raw scores that are easily converted into standard scores, scaled scores, percentiles, and stanines. Normative data as well as information on reliability and validity are well documented in the manual.

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Test of Reading Comprehension: A Method for Assessing the Understanding of Written Language, Third Edition [TORC-3] 
Virginia L. Brown, Donald D. Hammill, and J. Lee Wiederholt

Ages: 7-0 Through 17-11
Testing Time: 30 Minutes

The TORC-3 represents the operationalization of a constructivist orientation that focuses on holistic, cognitive, and linguistic aspects of reading. The test comprises eight subtests grouped under the General Reading Comprehension Core (which yields a Reading Comprehension Quotient (RCQ) that can be compared to measures of abstract thinking, oral language abilities, and achievement) and Diagnostic Supplements. The General Reading Comprehension Core includes: General Vocabulary (measures the reader’s understanding of sets of vocabulary items that are all related to the same general concept); Syntactic Similarities (measures the reader’s understanding of meaningful similar but syntactically different sentence structures); Paragraph Reading (measures the reader’s ability to answer questions related to story-like paragraphs); and Sentence Sequencing (measures the ability to build relationships among sentences, both to each other and to a reader-created whole).

Standard scores are provided for each subtest. The TORC-3 was standardized on 1,962 students from 19 states. Data are provided supporting test-retest and internal consistency reliability.