EdInstruments is a repository for commonly used diagnostic, screening, and progress-monitoring assessment tools that measure a variety of skills for students across all grades. Annenberg Institute at Brown provides this database to aid researchers and educators in comparing and choosing the appropriate tool for their needs. EdInstruments does not offer evaluations about the instruments’ validity, reliability, or comprehensiveness, and is not affiliated with any publishers.

The repository presents particulars on the targeted grade levels, languages, administration, subtopics, length, price, training and qualifications, scoring, and referencing for each instrument. Links to available information about the validity and reliability of each instrument are also included. Searches can be filtered by topic, subtopic, scoring, open access, and referencing.

As we continue to add to EdInstruments, we would like to hear from you. To suggest new instruments to include, comment on an existing instrument in the repository, or ask general questions, please fill out this form.


Displaying 1 - 35 of 35
Name Link Grades Open Access Topic Subtopics Resources on Psychometric Properties Edit
Abecedarian Reading Assessment K-1 Yes ELA Fluency, Phonics, Phonemic awareness, Vocabulary

Not found

aimswebPlus Reading K-8 No ELA Fluency, Phonics, Phonemic awareness, Vocabulary

Pearson, Inc. (2017). aimswebPlus Technical Manual. Retrieved from https://cdn2.hubspot.net/hubfs/559254/AimswebPlus/Docs/aimswebPlus%20Te…

Kirkham, S., & Lampley, J. H. (2014). Predicting Performance on the Tennessee Comprehensive Assessment for Third Grade Reading Students Using Reading Curriculum Based Measures. SRATE Journal, 24(1), 38–46.

aReading K-12 No ELA Comprehension, Phonics, Phonemic awareness, Risk indicator, Vocabulary FastBridge Learning. (2018). Research. Retrieved December 11, 2018, from http://www.fastbridge.org/research/
Boehm Test of Basic Concepts, Third Edition (Boehm-3) K-2 No ELA Basic concepts, Risk indicator

Boehm, A. E. (2011). Boehm Test of Basic Concepts Third Edition Technical Report. Pearson, Inc. Retrieved from https://images.pearsonclinical.com/images/Assets/Boehm-3/BoehmIII_TechR…

Piersel, W. C., & Reynolds, C. R. (1981). Factorial Validity of Item Classification on the Boehm Test of Basic Concepts (BTBC), Forms A and B. Educational and Psychological Measurement, 41(2), 579–583.

Glutting, J. J., & And Others. (1989). Stability and Predictive Validity of the Boehm Test of Basic Concepts-Revised among Black Kindergartners. Journal of School Psychology, 27(4), 365–371.

Estes, G. D., & And Others. (1976). Predictive Validity of the Boehm Test of Basic Concepts for Achievement in First Grade. Educational and Psychological Measurement.; Beech, M. C. (1981). Concurrent Validity of the Boehm Test of Basic Concepts. Learning Disability Quarterly, 4(1), 53–60.

Powers, S., & And Others. (1986). Reliability of the Boehm Test of Basic Concepts for Hispanic and Nonhispanic Kindergarten Pupils. Psychology in the Schools, 23(1), 34–36.

Boehm-3 Preschool PreK No ELA Basic concepts, Risk indicator

Boehm, A. E. (2008). Boehm Test of Basic Concepts Third Edition Preschool Technical Report. Pearson, Inc. Retrieved from https://images.pearsonassessments.com/images/tmrs/tmrs_rg/Boehm_PS_TR_W…

Zucker, S., & Riordan, J. (1988). Concurrent Validity of New and Revised Conceptual Language Measures. Psychology in the Schools, 25(3), 252–256.

Bracken Basic Concept Scale- Third Edition: Receptive (BBCS-3:R) and Expressive (BBCS: E) PreK-K No ELA Basic concepts, Risk indicator

Panter, J. E. (2000). Validity of the Bracken Basic Concept Scale-Revised for Predicting Performance on the Metropolitan Readiness Test-Sixth Edition. Journal of Psychoeducational Assessment, 18(2), 104–110. https://doi.org/10.1177/073428290001800201

Community-University Partnership for the Study of Children, Youth, and Families. (2011). Review of the Bracken Basic Concept Scale: Expressive (BBCS: E). Edmonton, Alberta, Canada.; Pearson Education, Inc. (2008). Bracken Basic Concept Scale-Revised (BBCS-R). Retrieved from https://www.pearsonclinical.ca/content/dam/school/global/clinical/canad…

Ortiz, A., Clinton, A., & Schaefer, B. A. (2015). Construct Validity Evidence for Bracken School Readiness Assessment, Third Edition, Spanish Form Scores. Psychology in the Schools, 52(2), 208–221. https://doi.org/10.1002/pits.21816

Bracken, B. A., & Panter, J. E. (2011). Using the Bracken Basic Concept Scale and Bracken Concept Development Program in the Assessment and Remediation of Young Children’s Concept Development. Psychology in the Schools, 48(5), 464–475. https://doi.org/10.1002/pits.20568

Panter, J. E., & Bracken, B. A. (2009). Validity of the Bracken School Readiness Assessment for Predicting First Grade Readiness. Psychology in the Schools, 46(5), 397–409. https://doi.org/10.1002/pits.20385

Shah, M. B., Schaefer, B. A., & Clark, T. P. (2013). Reliability of Bracken School Readiness Assessment, Third Edition Scores with Young Children in Mumbai, India. International Journal of School & Educational Psychology, 1(1), 58–66. https://doi.org/10.1080/21683603.2013.782595

BRIGANCE Comprehensive Inventory of Basic Skills (CIBS) K-9 No ELA Basic concepts, Comprehension, Fluency, Phonics, Phonemic awareness, Vocabulary

French, B., & Glascoe, F. P. (n.d.). BRIGANCE Comprehensive Inventory of Basic Skills II Standardization and Validation Manual. Curriculum Associates LLC. Retrieved from http://www.casamples.com/downloads/11829s.pdf

Breidenbach, D. H. (2009). A Factor Analytic Study of the Internal Structure of the BRIGANCE Comprehensive Inventory of Basic Skills-II. Washington State University. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.632.5991&rep=r…

BRIGANCE Early Childhood Screens III Birth-1 No ELA Basic concepts, Comprehension, Fluency, Phonics, Phonemic awareness, Vocabulary

French, B. (2013). BRIGANCE Screens III Technical Manual. Curriculum Associates LLC. Retrieved from https://oms.brigance.com/Reports/ScreensIII-Tech-Manual-04.pdf

Mantzicopoulos, P. (1999). Reliability and Validity Estimates of the Brigance K & 1 Screen Based on a Sample of Disadvantaged Preschoolers. Psychology in the Schools, 36(1), 11–19.

BRIGANCE IED III - Head Start Edition Birth-K No ELA Basic concepts, Comprehension, Fluency, Phonics, Phonemic awareness, Vocabulary

French, B. (2013). BRIGANCE Screens III Technical Manual. Curriculum Associates LLC. Retrieved from https://oms.brigance.com/Reports/ScreensIII-Tech-Manual-04.pdf; Mantzicopoulos, P. (1999). Reliability and Validity Estimates of the Brigance K & 1 Screen Based on a Sample of Disadvantaged Preschoolers. Psychology in the Schools, 36(1), 11–19.

BRIGANCE Inventory of Early Development (IED) III Birth-2 No ELA Basic concepts, Comprehension, Fluency, Phonics, Phonemic awareness, Risk indicator, Vocabulary

BRIGANCE IED III Standardized Research. (2013). Retrieved December 12, 2018, from https://www2.curriculumassociates.com/lp/brigance-ied-iii-infographic.a…; Curriculum Associates LLC. (n.d.). BRIGANCE IED III Standardized Research Base. Retrieved from https://www.curriculumassociates.com/-/media/Curriculum-Associates/File…

CogAT K-12 No ELA Comprehension, Fluency, Phonics, Phonemic awareness, Vocabulary

Lakin, J. M., & Lai, E. R. (2012). Multigroup Generalizability Analysis of Verbal, Quantitative, and Nonverbal Ability Tests for Culturally and Linguistically Diverse Students. Educational and Psychological Measurement, 72(1), 139–158. https://doi.org/10.1177/0013164411408074

Lohman, D. F. (2003). The Woodcock-Johnson III and the Cognitive Abilities Test (Form 6): A Concurrent Validity Study (p. 17). University of Iowa. Retrieved from http://faculty.education.uiowa.edu/docs/dlohman/cogat_wjiii_final_2col-…

Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2) PreK-12 No ELA Phonics, Phonemic awareness

Hintze, J., L. Ryan, A., & Stoner, G. (2003). Concurrent Validity and Diagnostic Accuracy of the Dynamic Indicators of Basic Early Literacy Skills and the Comprehensive Test of Phonological Processing. School Psychology Review, 32.

Haight, S. L. (2006). Test Review: Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive Test of Phonological Processing (CTOPP). Assessment for Effective Intervention, 31(2), 81–83. https://doi.org/10.1177/073724770603100207

Mitchell, J.-J. (2001). Comprehensive Test of Phonological Processing. Assessment for Effective Intervention, 26(3), 57–63. https://doi.org/10.1177/073724770102600305

Nanda, A. O., Greenberg, D., & Morris, R. D. (2014). Reliability and Validity of the CTOPP Elision and Blending Words Subtests for Struggling Adult Readers. Reading and Writing: An Interdisciplinary Journal, 27(9), 1603–1618. https://doi.org/10.1007/s11145-014-9509-0

Havey, J. M., Story, N., & Buker, K. (2002). Convergent and Concurrent Validity of Two Measures of Phonological Processing. Psychology in the Schools, 39(5), 507–514.

Hintze, J. M., Ryan, A. L., & Stoner, G. (2003). Concurrent Validity and Diagnostic Accuracy of the Dynamic Indicators of Basic Early Literacy Skills and the Comprehensive Test of Phonological Processing. School Psychology Review, 32(4), 541–556.

DIBELS (Dynamic Indicators of Basic Early Literacy Skills) 8th Edition K-8 Yes ELA Comprehension, Fluency, Phonics, Phonological awareness, Risk indicator, Vocabulary

Good, R., Kaminski, R., Shinn, M., Bratten, J., Shinn, M., Debby, L., … Flindt, N. (2004). Technical Adequacy of DIBELS: Results of the Early Childhood Research Institute on measuring growth and development (No. 7). Eugene, OR: University of Oregon. Retrieved from https://dibels.uoregon.edu/docs/techreports/DIBELS_Technical_Adequacy_T…

Amplify Education, Inc. (2014). Validation Data and Reports. Retrieved from https://www.ode.state.or.us/wma/teachlearn/testing/resources/mclass_rea…

Kaminski, R., Cummings, K., Powell-Smith, K., & Good III, R. (2008). Best Practices in Using Dynamic Indicators of Basic Early Literacy Skills for Formative Assessment and Evaluation. Best Practices in School Psychology V, 4(73).

Hintze, J. M., Ryan, A. L., & Stoner, G. (2003). Concurrent Validity and Diagnostic Accuracy of the Dynamic Indicators of Basic Early Literacy Skills and the Comprehensive Test of Phonological Processing. School Psychology Review, 32(4), 541–556.

Munger, K. A., & Blachman, B. A. (2013). Taking a “Simple View” of the Dynamic Indicators of Basic Early Literacy Skills as a Predictor of Multiple Measures of Third-Grade Reading Comprehension. Psychology in the Schools, 50(7), 722–737. https://doi.org/10.1002/pits.21699

Munger, K. A., LoFaro, S. A., Kawryga, E. A., Sovocool, E. A., & Medina, S. Y. (2014). Does the Dynamic Indicators of Basic Early Literacy Skills Next Assessment Take a “Simple View” of Reading? Educational Assessment, 19(3), 204–228. https://doi.org/10.1080/10627197.2014.934609

Vanderwood, M. L., Nam, J. E., & Sun, J. W. (2014). Validity of DIBELS Early Literacy Measures with Korean English Learners. Contemporary School Psychology, 18(4), 205–213. https://doi.org/10.1007/s40688-014-0032-8

Goffreda, C. T., & DiPerna, J. C. (2010). An Empirical Review of Psychometric Evidence for the Dynamic Indicators of Basic Early Literacy Skills. School Psychology Review, 39(3), 463–483.

Nelson, J. M. (2008). Beyond Correlational Analysis of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS): A Classification Validity Study. School Psychology Quarterly, 23(4), 542–552. https://doi.org/10.1037/a0013245

Oslund, E. L., Hagan-Burke, S., Taylor, A. B., Simmons, D. C., Simmons, L., Kwok, O.-M., … Coyne, M. D. (2012). Predicting Kindergarteners’ Response to Early Reading Intervention: An Examination of Progress-Monitoring Measures. Reading Psychology, 33, 78–103. https://doi.org/10.1080/02702711.2012.630611

Binder, K. S., Snyder, M. A., Ardoin, S. P., & Morris, R. K. (2011). Dynamic Indicators of Basic Early Literacy Skills: An Effective Tool to Assess Adult Literacy Students? Adult Basic Education and Literacy Journal, 5(3), 150–160.

Kim, J. S., Vanderwood, M. L., & Lee, C. Y. (2016). Predictive Validity of Curriculum-Based Measures for English Learners at Varying English Proficiency Levels. Educational Assessment, 21(1), 1–18. https://doi.org/10.1080/10627197.2015.1127750

Hagans, K. S. (2008). A Response-to-Intervention Approach to Decreasing Early Literacy Differences in First Graders from Different Socioeconomic Backgrounds: Evidence for the Intervention Validity of the DIBELS. Assessment for Effective Intervention, 34(1), 35–42. https://doi.org/10.1177/1534508408314170

Bellinger, J. M., & DiPerna, J. C. (2011). Is Fluency-Based Story Retell a Good Indicator of Reading Comprehension? Psychology in the Schools, 48(4), 416–426. https://doi.org/10.1002/pits.20563

McBride, J. R., Ysseldyke, J., Milone, M., & Stickney, E. (2010). Technical Adequacy and Cost Benefit of Four Measures of Early Literacy. Canadian Journal of School Psychology, 25(2), 189–204. https://doi.org/10.1177/0829573510363796

DRA2+ (Developmental Reading Assessment-2nd Edition) K-8 No ELA Comprehension, Fluency

Pearson Education, Inc. (2011). K–8 Technical Manual: Developmental Reading Assessment Second Edition. Retrieved from http://assets.pearsonschool.com/asset_mgr/current/20139/DRA2_Technical_…

McCarty, A. M., & Christ, T. J. (2010). Test Review: Beaver, J. M., & Carter, M. A. (2006). “The Developmental Reading Assessment--Second Edition” (DRA2). Upper Saddle River, NJ--Pearson. Assessment for Effective Intervention, 35(3), 182–185. https://doi.org/10.1177/1534508410363127

Phillips, W. A. (2012). Evaluation of the Effectiveness of the Students and Teachers Achieving Reading Success Program for First Graders (All Theses and Dissertations. No. 3361) (p. 121). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4360&contex…

McCarty, A. M., & Christ, T. J. (2010). Test Review: Beaver, J. M., & Carter, M. A. (2006). “The Developmental Reading Assessment--Second Edition” (DRA2). Upper Saddle River, NJ--Pearson. Assessment for Effective Intervention, 35(3), 182–185. https://doi.org/10.1177/1534508410363127

easyCBM Reading K-6 Yes ELA Comprehension, Fluency, Phonics, Phonological awareness, Risk indicator, Vocabulary

Alonzo, J. & Anderson, D. (2018). Classification accuracy of the easyCBM kindergarten – grade 2 reading measures. (Technical Report No. 1801). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Retrieved from: http://www.brtprojects.org/wp-content/uploads/2018/06/TechRpt_1801Class…

Nese, J.F.T., Anderson, D., Irvin, P. S., & Alonzo, J. (2018). In-Brief: Reliability of the slope of the easyCBM® reading measures. (Technical Report No. 1803). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Retrieved from: http://www.brtprojects.org/wp-content/uploads/2018/11/TechRpt_1803Relia…

Wray, K., Lai, C. F., Sáez. L., Alonzo, J., Tindal, G. (2014). easyCBM beginning reading measures: Grades K-1 alternate form reliability and criterion validity with the SAT-10 (Technical Report No. 1403). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Retrieved from: http://www.brtprojects.org/wp-content/uploads/2016/05/TechRpt1403.pdf

Guerreiro, M., Alonzo, J., Tindal, G. (2014). Internal consistency of the easyCBM CCSS reading measures grades K-8 (Technical Report No. 1407). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Retrieved from: http://www.brtprojects.org/wp-content/uploads/2016/05/TechRpt1407.pdf

Alonzo, J., Park, B. J., & Tindal, G. (2013). Examining the internal structure of the easyCBM reading measures, grades K-5 (Technical Report No. 1302). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Retrieved from: http://www.brtprojects.org/wp-content/uploads/2016/05/TechRpt1302.pdf

Technical Reports. (n.d.). Retrieved December 12, 2018, from http://www.brtprojects.org/publications/technical-reports/; Alonzo, J. (2016). The Relation between easyCBM and Smarter Balanced Reading and Mathematics Assessments. Journal of School Administration Research and Development, 1(1), 17–35.

ERA: Early Reading Assessment, Complete Kit K-2 No ELA Comprehension, Fluency, Phonological awareness, Risk indicator, Vocabulary ERA Early Reading Assessment Complete Kit. (n.d.). Retrieved December 12, 2018, from https://www.proedinc.com/Products/13730/era-early-reading-assessment-co…; Early Reading Assessment (ERA). (2018). Retrieved December 12, 2018, from https://www.academictherapy.com/detailATP.tpl?eqskudatarq=DDD-1555
Expressive Vocabulary Test, Second Edition PreK-Adult No ELA Vocabulary

Williams, K. (2014). Expressive Vocabulary Test, Second Edition Technical Report. Pearson Education, Inc. Retrieved from https://images.pearsonclinical.com/images/Assets/EVT-2/EVT_Tech_RPT.pdf

Pearson Education, Inc. (n.d.). PPVT and EVT2 Technical Information. Retrieved from https://images.pearsonclinical.com/images/Assets/EVT-2/PPVT-EVT_Infogra…

Thomas-Tate, S., Washington, J., Craig, H., & Packard, M. (2006). Performance of African American Preschool and Kindergarten Students on the Expressive Vocabulary Test. Language, Speech, and Hearing Services in Schools, 37(2), 143–149.

FAST Curriculum-Based Measurement for Reading (CBMreading) 1-12 No ELA Fluency, Phonics, Risk indicator, Vocabulary

Theodore J. Christ and Colleagues, LLC. (2015). Formative Assessment System for Teachers (FAST) Abbreviated Technical Manual for Iowa: Version 2.0, 2015-2016. Minneapolis, MN: FastBridge Learning. Retrieved from https://www.centralriversaea.org/wp-content/uploads/2017/03/E_FAST-Tech…

Fastbridge Research Foundations. (n.d.). Retrieved from http://www.fastbridge.org/research/#1496874374336-509ed992-daf3

FAST earlyReading PreK-3 No ELA Fluency, Phonics, Phonological awareness, Vocabulary

Theodore J. Christ and Colleagues, LLC. (2015). Formative Assessment System for Teachers (FAST) Abbreviated Technical Manual for Iowa: Version 2.0, 2015-2016. Minneapolis, MN: FastBridge Learning. Retrieved from https://www.centralriversaea.org/wp-content/uploads/2017/03/E_FAST-Tech…

Fastbridge Research Foundations. (n.d.). Retrieved from http://www.fastbridge.org/research/#1496874374336-509ed992-daf3

GRADE (Group Reading Assessment and Diagnostic Evaluation) Pre K-Adult No ELA Comprehension, Fluency, Phonics, Phonological awareness, Vocabulary

GRADE technical manual must be purchased to view. McBride, J. R., Ysseldyke, J., Milone, M., & Stickney, E. (2010). Technical Adequacy and Cost Benefit of Four Measures of Early Literacy. Canadian Journal of School Psychology, 25(2), 189–204. https://doi.org/10.1177/0829573510363796

i-Ready Diagnostic & Standards Mastery Assessments K-8 No ELA Comprehension, Fluency, Phonics, Phonological awareness, Vocabulary

"The Research Behind Our Programs. (n.d.). Retrieved from https://www.curriculumassociates.com/Research-and-Efficacy; Curriculum Associates, LLC. (2013). iReady Diagnostic New York State Validity Study. Educational Research Institute of America. Retrieved from http://www.casamples.com/downloads/NY-iReadyValidityReportExecutiveSumm…

Bjorklund-Young, A., & Borkoski, C. (2016). Do Formative Assessments Influence Student Learning?: Research on i-Ready and MAP. Johns Hopkins School of Education Institute for Education Policy. Retrieved from http://edpolicy.education.jhu.edu/wp-content/uploads/2016/11/IreadyandM…

Todtfeld, D., & Weakley, W. (2013). The Impact of Instructional Reading Technology Programs on Student Reading Achievement. Northwest Missouri State University Missouri, Maryville, MO. Retrieved from http://www.nwmissouri.edu/library/fieldstudies/2013/Todtfeld,%20Danny.p…

Educational Research Institute of America (ERIA). (2016). i-Ready Diagnostic Smarter Balanced Consortium (SBAC) Validity Study (519). Bloomington, IN: Curriculum Associates, LLC"

Iowa Assessments K-12 No ELA Comprehension, Fluency, Phonics, Phonemic awareness, Vocabulary

Dunbar, S., & Welch, C. (2015). Iowa Assessments Research and Development Guide. The University of Iowa. Retrieved from https://itp.education.uiowa.edu/ia/documents/Research-Guide-Form-E-F.pdf

Kaufman Survey of Early Academic and Language Skills (K-SEALS) PreK-1 No ELA Fluency, Phonics, Phonemic awareness, Vocabulary

K-SEALS Technical Information. (2018). Retrieved December 12, 2018, from https://www.pearsonclinical.com/childhood/RelatedInfo/k-seals-technical…

Kass, C. E. (1999). The Kaufman Survey of Early Academic and Language Skills (K-SEALS). Diagnostique, 24(1–4), 135–144. https://doi.org/10.1177/153450849902401-413

MAP Reading Fluency K-3 No ELA Comprehension, Fluency, Phonics, Phonemic awareness, Vocabulary

Research Publications. (2018). Retrieved December 12, 2018, from https://www.nwea.org/research-publications/

Andren, K. J. (2010). An Analysis of the Concurrent and Predictive Validity of Curriculum Based Measures (CBM), the Measures of Academic Progress (MAP), and the New England Common Assessment Program (NECAP) for Reading. The University of Southern Maine. Retrieved from https://usm.maine.edu/sites/default/files/School%20Psychology/Andren.pdf

Bjorklund-Young, A., & Borkoski, C. (2016). Do Formative Assessments Influence Student Learning?: Research on i-Ready and MAP. Johns Hopkins School of Education Institute for Education Policy. Retrieved from http://edpolicy.education.jhu.edu/wp-content/uploads/2016/11/IreadyandM…

January, S.-A. A., & Ardoin, S. P. (2015). Technical Adequacy and Acceptability of Curriculum-Based Measurement and the Measures of Academic Progress. Assessment for Effective Intervention, 41(1), 3–15. https://doi.org/10.1177/1534508415579095

Measures of Academic Progress (MAP) Growth K-12 No ELA Comprehension, Fluency, Phonics, Phonemic awareness, Vocabulary

Research Publications. (2018). Retrieved December 12, 2018, from https://www.nwea.org/research-publications/

Northwest Evaluation Association. (2011). Technical Manual For Measures of Academic Progress® (MAP) and Measures of Academic Progress for Primary Grades (MPG). Portland, OR. Retrieved from https://www.richland2.org/RichlandDistrict/media/Richland-District/Adva…

Andren, K. J. (2010). An Analysis of the Concurrent and Predictive Validity of Curriculum Based Measures (CBM), the Measures of Academic Progress (MAP), and the New England Common Assessment Program (NECAP) for Reading. The University of Southern Maine. Retrieved from https://usm.maine.edu/sites/default/files/School%20Psychology/Andren.pdf

Bjorklund-Young, A., & Borkoski, C. (2016). Do Formative Assessments Influence Student Learning?: Research on i-Ready and MAP. Johns Hopkins School of Education Institute for Education Policy. Retrieved from http://edpolicy.education.jhu.edu/wp-content/uploads/2016/11/IreadyandM…

PALS (Phonological Awareness Literacy Screening) PreK-3 No ELA Comprehension, Fluency, Phonics, Phonemic awareness, Vocabulary

Invernizzi, M., Sullivan, A., Meier, J., & Swank, L. (2004). PALS PreK Teacher’s Manual. University of Virginia. Retrieved from https://pals.virginia.edu/public/pdfs/rd/tech/PreK_technical_chapter.pdf

Invernizzi, M., Juel, C., Swank, L., & Meier, J. (2015). PALS K Techinical Reference. University of Virginia. Retrieved from https://pals.virginia.edu/public/pdfs/rd/tech/K_Tech_Ref_2015.pdf

Invernizzi, M., Meier, J., & Juel, C. (2015). PALS 1-3 Techinical Reference. University of Virginia. Retrieved from https://pals.virginia.edu/public/pdfs/rd/tech/1-3_Tech_Ref_2015.pdf

Meier, J., & Ford, K. (2014). PALS Espanol Kindergarten Technical Reference. University of Virginia. Retrieved from https://pals.virginia.edu/public/pdfs/rd/tech/Espanol_K_Tech_Ref_2014.p…

Meier, J., & Ford, K. (2014). PALS Espanol Grades 1-3 Technical Reference. University of Virginia. Retrieved from https://pals.virginia.edu/public/pdfs/rd/tech/Espanol_1-3_Tech_Ref_2014…

Invernizzi, M., Meier, J., & Juel, C. (2015). PALS 4-8 Technical Reference. University of Virginia. Retrieved from https://pals.virginia.edu/public/pdfs/rd/tech/4-8_Tech_Ref_2015.pdf

Articles & Resources about PALS. (2018). Retrieved from https://pals.virginia.edu/public/rd-research.html; Early Literacy Screening in Kindergarten: Widespread Implementation in Virginia

Huang, F. L., Ford, K. L., Invernizzi, M., & Fan, X. (2013). Measuring Early Spanish Literacy: Factor Structure and Measurement Invariance of the “Phonological Awareness Literacy Screening for Kindergarteners” in Spanish (“PALS español K”). Retrieved from https://eric.ed.gov/?q=%22Phonological+Awareness+Literacy+Screening%22+…

Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4 ) PreK-Adult No ELA Comprehension, Vocabulary

Dunn, L., & Dunn, D. (2013). PPVT Technical Report. Pearson Education, Inc. Retrieved from https://images.pearsonassessments.com/images/assets/ppvt-4/2013-PPVT-Te…

Pearson Education, Inc. (n.d.). PPVT and EVT2 Technical Information. Retrieved from https://images.pearsonclinical.com/images/assets/PPVT-4/PPVT-EVT_Infogr…

Pae, H. K., Greenberg, D., & Morris, R. D. (2012). Construct Validity and Measurement Invariance of the Peabody Picture Vocabulary Test-III Form A. Language Assessment Quarterly, 9(2), 152–171. https://doi.org/10.1080/15434303.2011.613504

Bennett, J. G., Gardner, R., & Rizzi, G. L. (2013). Deaf and Hard of Hearing Students’ Through-the-Air English Skills: A Review of Formal Assessments. American Annals of the Deaf, 158(5), 506–521.

Pae, H. K., Greenberg, D., & Morris, R. D. (2012). Construct Validity and Measurement Invariance of the Peabody Picture Vocabulary Test-III Form A. Language Assessment Quarterly, 9(2), 152–171. https://doi.org/10.1080/15434303.2011.613504

Predictive Assessment of Reading (PAR) PreK-3 No ELA Fluency, Phonics, Phonemic awareness, Vocabulary

Research. (2013, October 3). Retrieved December 12, 2018, from http://onlinepar.net/research/; Wood, F. (2013). PAR PreK to Grade 3 Edition Technical Manual. Winston-Salem, NC: Wake Forest School of Medicine. Retrieved from http://onlinepar.net/wp-content/uploads/2013/10/PAR2BTechManual.pdf

Wood, F., Hill, D., Meyer, M., & Flowers, D. L. (2005). Predictive Assessment of Reading. Annals of Dyslexia, 55(2). Retrieved from http://onlinepar.net/wp-content/uploads/2013/10/Peer-Review-Wood.pdf

Predictive Assessment of Reading. (n.d.). Excerpts from Data Submission to NCRTI. Retrieved from http://onlinepar.net/wp-content/uploads/2013/10/Excerpts-from-data-subm…

Preschool Language Scales, Fifth Edition (PLS-5) Birth-2 No ELA Comprehension, Fluency, Phonics, Phonemic awareness, Vocabulary

Unable to find resources on Early Childhood Educators version.

Resources on PLS-5: Smith, K. (2014, October 28). PLS-5 Validity Study – A Comparison of Test Scores. Retrieved December 12, 2018, from https://community.asha.org/browse/blogs/blogviewer?BlogKey=b95c85ff-7ce…

Leaders. (2013). Test Review: Preschool Language Scales-Fifth Edition. Retrieved from https://cpb-us-w2.wpmucdn.com/edblogs.columbia.edu/dist/d/730/files/201…

Qi, C. H., & Marley, S. C. (2011). Validity Study of the “Preschool Language Scale-4” with English-Speaking Hispanic and European American Children in Head Start Programs. Topics in Early Childhood Special Education, 31(2), 89–98. https://doi.org/10.1177/0271121410391108

Preschool Language Scales-5 (PLS-5) Screening Test for Early Childhood Educators Birth-2 No ELA Risk indicator, Vocabulary, Phonemic awareness, Phonics Unable to find studies on Early Childhood Educators version. Studies for PLS-5: Smith, K. (2014, October 28). PLS-5 Validity Study – A Comparison of Test Scores. Retrieved December 12, 2018, from https://community.asha.org/browse/blogs/blogviewer?BlogKey=b95c85ff-7ce…; Leaders. (2013). Test Review: Preschool Language Scales-Fifth Edition. Retrieved from https://cpb-us-w2.wpmucdn.com/edblogs.columbia.edu/dist/d/730/files/201…
Renaissance Star Reading PreK-12 No ELA Comprehension, Fluency, Vocabulary

Research - Whitepapers and Case Studies. (n.d.). Retrieved December 12, 2018, from https://www.renaissance.com/resources/research/; Renaissance. (2013). The Research Foundation for Star Assessment: The Science of Star.

Stanford Achievement Test-Tenth Edition K-12 No ELA Comprehension, Fluency, Phonics, Phonemic awareness, Vocabulary

Stanford Achievement Test-10 (SAT-10). (n.d.). Retrieved December 12, 2018, from https://www.statisticssolutions.com/stanford-achievement-test-10-sat-10/

Watkins, E. O., & Wiebe, M. J. (1984). Factorial Validity of the Stanford Achievement Test for First-Grade Children. Educational and Psychological Measurement, 44(4), 951–954. https://doi.org/10.1177/0013164484444016

Abella, R., Urrutia, J., & Shneyderman, A. (2005). An Examination of the Validity of English-Language Achievement Test Scores in an English Language Learner Population. Bilingual Research Journal, 29(1), 127–144.

STEEP K-12 No ELA Comprehension, Fluency, Phonics, Phonemic awareness, Vocabulary Research. (2017). Retrieved December 12, 2018, from https://www.isteep.com/?page_id=10464
The Auditory Analysis Test (Journal of Learning Disabilities) 1-Adult No ELA Fluency, Phonics, Phonemic awareness, Vocabulary

Rosner, J., & Simon, D. P. (1971). The Auditory Analysis Test: An Initial Report. Journal of Learning Disabilities, 4(7), 384–392. https://doi.org/10.1177/002221947100400706

Woodcock-Johnson IV Pre-K-12 No ELA Basic concepts, Comprehension, Fluency, Phonics, Phonemic awareness, Risk indicator, Vocabulary, Writing

McGrew, K., LaForte, E., & Schrank, F. (2014). Woodcock-Johnson IV Technical Manual. Houghton Mifflin Harcourt. Retrieved from https://www.wjscore.com/Files/WJIVTechnicalManual.PDF

Reynolds, M. R., & Niileksela, C. R. (2015). Test Review: Schrank, F. A., McGrew, K. S., & Mather, N. (2014). Woodcock-Johnson IV Tests of Cognitive Abilities. Journal of Psychoeducational Assessment, 33(4), 381–390. https://doi.org/10.1177/0734282915571408

Villarreal, V. (2015). Test Review: Woodcock-Johnson IV Tests of Achievement. Journal of Psychoeducational Assessment. http://dx.doi.org/10.1177/0734282915569447

McGill, R. J. (2015). Incremental Criterion Validity of the WJ-III COG Clinical Clusters: Marginal Predictive Effects beyond the General Factor. Canadian Journal of School Psychology, 30(1), 51–63. https://doi.org/10.1177/0829573514553926

McGill, R. J., & Busse, R. T. (2015). Incremental Validity of the WJ III COG: Limited Predictive Effects beyond the GIA-E. School Psychology Quarterly, 30(3), 353–365. https://doi.org/10.1037/spq0000094