Reading+Assessment+and+Readability+Tests+and+Tools

Reading Assessments and Readability Links
[|K-3 Reading Assessment Tool] [|Clear Language and Design Reading Effectiveness Tool] [|Check the Readability of a Piece of Writing] Edward Fry, formerly of the Rutgers University Reading Center, created one of the most widely used, and easy-to-use readability graphs for educators. You will find the directions on this site page. The [|graph] is large, but the file size is small because it's only in black and white. [|Juicy Studio Readabilty Information]

San Diego State Quick Reading Assessment
From "Teaching Children to Become Independent Readers" by Margaret LaPray. Put each of the following word lists on a 3x5 card. Hint: On the back of the card put --. (minus, minus dot) for pre-primer level, -. (minus dot) for primer, . (dot) for first grade level, etc. so if you drop cards you can sort them in order but an older student cannot readily tell what grade level s/he is reading on. I also recommend laminating cards or inserting them in plastic "recipe-holder" sleeves. Tell student "There are ten words on each card. I would like you to try every word on this card. If you think out loud, I can tell which parts of the word you already know. After the test, I will help you with the parts you didn't know." Give the student one card at a time. Write words mispronounced. Original directions say stop when two are missed. My experience has led me to wait until 3 of the 10 words at that level are missed. I also ask students to use missed words in a sentence if I am unsure of his/her pronunciation;
 * Directions:**
 * Note:**

example: "our" and "interrupted" are often open to misinterpretation. Recommended: Give the child the next card on the list to check if any are known beyond the grade level achieved.

2 words missed = Instructional level 3 words missed = Frustration level**
 * 1 word missed = Independent level
 * --1 see play me at run go and look can here || -1 you come not with jump help is work are this || 1 road live thank when bigger how always night spring today || 2 our please myself town early send wide believe quietly carefully || 3 city middle moment frightened exclaimed several lonely drew since straight || 4 decided served amazed silent wrecked improved certainly entered realized interrupted ||
 * 5 scanty business develop considered discussed behaved splendid acquainted escaped grim || 6 bridge commercial abolish trucker apparatus elementary comment necessity gallery relativity || 7 amber dominion sundry capillary impetuous blight enumerate daunted condescend wrest || 8 capacious limitation pretext intrigue delusion immaculate ascent acrid binocular embankment || 9 conscientious isolation molecule ritual momentous vulnerable kinship conservatism jaunty inventive || 10 zany jerkin nausea gratuitous linear inept legality aspen amnesty barometer ||

=100 Most Frequent Words in Books for Beginning Readers= Bodrova E., Leong D.J., Semenov D.** This list was derived from a survey of 1,000 pre-primer, early, and first readers. Copies of this list may be made provided the list is not altered in any way and the original copyright notice is clearly visible.
 * Copyright 1998
 * the a and to I in is on you it of said can for my but all we are up at with me they have he out that one big go was like what not do then this no too she went see will so some down little come get**
 * **be now when there into day look eat make his here your an back mom dog very did her from had got put came just cat them tree where away time as water home made long has help good going by how house dad or two red am over saw** ||
 * **be now when there into day look eat make his here your an back mom dog very did her from had got put came just cat them tree where away time as water home made long has help good going by how house dad or two red am over saw** ||