mental measurements
Auditory Skills Assessment
This survey is an informal assessment that is used to identify young children who might be at risk for auditory deficits or literacy skill difficulties. The target ages are three years six months to six years and eleven months. The time required is five to fifteen minutes and it is to be administered orally to individual students. There are five sections called Speech Discrimination in Noise, Mimicry, Phonological Awareness, Rhyming, and Non-Speech Processing Domain.
Speech Discrimination in Noise is assessed by requiring a child to listen to “school noise.” The student will then identify a spoken word by pointing to a corresponding picture. Mimicry requires a child to listen to a nonsense words and then repeat it. Phonological Awareness contains two parts, with part one requiring the child to point to one of six pictures that portrays the word heard in phonemes or morphemes. In part two, the child is required to blend the parts heard into the word. Section four is called Rhyming and the child is required to determine if two spoken words rhyme with one another. In the Non-Speech Processing Domain, the student will listen to two tones played by a piano and an oboe and then determine whether the sounds are the same in addition to identifying the picture of the last sound they heard.
Speech Discrimination in Noise is assessed by requiring a child to listen to “school noise.” The student will then identify a spoken word by pointing to a corresponding picture. Mimicry requires a child to listen to a nonsense words and then repeat it. Phonological Awareness contains two parts, with part one requiring the child to point to one of six pictures that portrays the word heard in phonemes or morphemes. In part two, the child is required to blend the parts heard into the word. Section four is called Rhyming and the child is required to determine if two spoken words rhyme with one another. In the Non-Speech Processing Domain, the student will listen to two tones played by a piano and an oboe and then determine whether the sounds are the same in addition to identifying the picture of the last sound they heard.
- Target Ages: 3 yrs. 6 mo. - 6 yrs. 11 mo.
- Time Required: 5 15 min.
- Administered: Individual/Oral
Allen, K. D. (2010). Auditory skills assessment. In Carlson, J.F. Geisinger, K.F., & Jonson, J. L. (Eds.). Mental
measurements yearbook (19th ed.). 28-32. Lincoln, NE: Buros Institute of Mental Measurements.
measurements yearbook (19th ed.). 28-32. Lincoln, NE: Buros Institute of Mental Measurements.
Decoding and Spelling Proficiency Test-Revised (DSPT-R)
This survey is an informal assessment that is used to determine student decoding and spelling proficiency.
The target ages are six to twenty-five and the time required is twenty-five minutes to forty minutes. It includes an individual test with oral reading or decoding and an individual or group test with printed word recognition and spelling. There are four parts, which are Decoding, Visual Recognition, Auditory-Visual Recognition, and Spelling from Dictation. Each section contains ninety items and students continue based on their ability levels. Administering all tests usually takes around forty minutes.
The target ages are six to twenty-five and the time required is twenty-five minutes to forty minutes. It includes an individual test with oral reading or decoding and an individual or group test with printed word recognition and spelling. There are four parts, which are Decoding, Visual Recognition, Auditory-Visual Recognition, and Spelling from Dictation. Each section contains ninety items and students continue based on their ability levels. Administering all tests usually takes around forty minutes.
- Target Ages: 6-25
- Time Required: 25-40 min.
- Administered: Individual/Group/Oral
Shanahan, T. (2010). Decoding and spelling proficiency test-revised. In Carlson, J.F. Geisinger, K.F., & Jonson, J.
L. (Eds.). Mental measurements yearbook (19th ed.). 211-216. Lincoln, NE: Buros Institute of Mental
Measurements.
L. (Eds.). Mental measurements yearbook (19th ed.). 211-216. Lincoln, NE: Buros Institute of Mental
Measurements.
Progressive Achievement tests of reading
This survey is an informal assessment that is used to determine the level of achievement in student reading comprehension and reading vocabulary. The target ages are eight to fifteen and the time required is fifty-five minutes for reading comprehension (PATC) and thirty-five minutes for reading vocabulary (PATV). The PATC uses narrative texts, poems, a variety of reports, narrative texts, persuasive texts, and procedural texts to assess student ability to contruct meaning from the readings. PATV uses students comprehension of key words by asking the student to choose the best synonym out of five words. The test may be scored using a template provided or through automated marking that can be purchased from the publisher of the test.
- Target Ages: 8-15
- Time Required: 90 min. (Reading Comprehension: 55 min., Reading Vocabulary: 35 min.)
- Administered: Group
Smith, L. F. (2008). Progressive achievement test of reading [2008 Revision] . In Carlson, J.F. Geisinger, K.F., &
Jonson, J. L. (Eds.). Mental measurements yearbook (19th ed.). 576-580. Lincoln, NE: Buros Institute of Mental
Measurements.
Jonson, J. L. (Eds.). Mental measurements yearbook (19th ed.). 576-580. Lincoln, NE: Buros Institute of Mental
Measurements.
Texas Primary Reading Inventory (TPRI)
This survey is an informal assessment that is used to determine student reading development from kindergarten to third grade and the target ages are five to eight. It is to be orally administered in a group or individually in the beginning, middle, and end of the school year. There are two separate score interpretations available, which are screening and inventory. In kindergarten, screening assesses letter sounds, blending onset-rime, and phonemes. In first grade, screening assesses letter sound, word reading, and blending phonemes. In both the second and third grades, screening assesses word reading. The screening section allows students to recieve scores of developed or still developing. The inventory section assesses kindergarten book and print awareness, listening comprehension, phonemic awareness, graphophonemic knowledge, and word reading. Students in the first grade are assessed on phonemic awareness, graphophonemic knowledge, word reading, reading accuracy, reading fluency, and reading comprehension. In second and third grade, students are assessed on graphophonemic knowledge, word reading, reading accuracy, reading fluency, and reading comprehension.
- Target Ages: 5-8
- Time Required: Time not reported
- Administered: Individual/Group
Brown, J. D. (2010). Texas primary reading inventory. In Carlson, J.F. Geisinger, K.F., & Jonson, J.
L. (Eds.). Mental measurements yearbook (19th ed.). 719-723. Lincoln, NE: Buros Institute of Mental
Measurements.
L. (Eds.). Mental measurements yearbook (19th ed.). 719-723. Lincoln, NE: Buros Institute of Mental
Measurements.