aimswebPlus Reading

The aimswebPlus is the newest version of aimsweb assessments for students in grades K-8. Each of the standards-aligned reading test's subtests can be administered in under four minutes. The assessment can be used for progress monitoring and as a universal screening tool for dyslexia and behavior. aimswebPlus is available in both English and Spanish.
Contact
866-313-6194
Grades
K-8
Languages
English
Spanish
Domains
Topic
Subtopics
Fluency,
Phonics,
Phonemic awareness,
Vocabulary
Length
Print Concepts: 2-3 minutes. Letter Naming Fluency: 1 minute. Initial Sounds: 2-3 minutes. Auditory Vocabulary: 2-4 minutes. Letter Word Sounds Fluency: 1 minute. Phoneme Segmentation: 2-3 minutes. Word Reading Fluency: 1 minute. Oral Reading Fluency: 1 m
Price
$6.50 per student subscription
Training
Onsite training, Online training, and Self-paced pre-recorded webinars and PDFs available
Open Access
No
Administration
Individual
Scoring
Computer scoring
Manual scoring
Referencing
Criterion-referenced
Norm-referenced
Resources on Psychometric Properties

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.

Instrument Use in Peer-Reviewed Studies

Ardoin, S. P., & Christ, T. J. (2009). Curriculum-based measurement of oral reading: Standard errors associated with progress monitoring outcomes from DIBELS, AIMSweb, and an experimental passage set. School Psychology Review, 38, 266-283.

Barber, M., Cartledge, G., Council, M., Konrad, M., Gardner, R., & Telesman, A. O. (2018). The Effects of Computer-Assisted Culturally Relevant Repeated Readings on English Learners’ Fluency and Comprehension. Learning Disabilities: A Contemporary Journal, 16(2), 205–229.

Bennett, J. G., Gardner, R., Cartledge, G., Ramnath, R., & Council, M. R. (2017). Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention. Education and Treatment of Children, 40(2), 145–186.

Deeney, T. A., & Shim, M. K. (2016). Teachers’ and Students’ Views of Reading Fluency: Issues of Consequential Validity in Adopting One-Minute Reading Fluency Assessments. Assessment for Effective Intervention, 41(2), 109–126. https://doi.org/10.1177/1534508415619905

Fearrington, J. Y., Parker, P. D., Kidder-Ashley, P., Gagnon, S. G., McCane-Bowling, S., & Sorrell, C. A. (2014). Gender Differences in Written Expression Curriculum-Based Measurement in Third- through Eighth-Grade Students. Psychology in the Schools, 51(1), 85–96. https://doi.org/10.1002/pits.21733

Schreder, S. J., Hupp, S. D. A., Everett, G. E., & Krohn, E. (2012). Targeting Reading Fluency through Brief Experimental Analysis and Parental Intervention over the Summer. Journal of Applied School Psychology, 28(2), 200–220. https://doi.org/10.1080/15377903.2012.670047

Still, K. L., & Flynt, C. A. (2012). Does Repeated Reading Improve Reading Fluency and Comprehension for Struggling Adolescent Readers? Journal of the American Academy of Special Education Professionals. Retrieved from https://eric.ed.gov/?q=aimsweb&pr=on&pg=2&id=EJ1135781

Ogg, J., Volpe, R., & Rogers, M. (2016). Understanding the Relationship between Inattention and Early Literacy Trajectories in Kindergarten. School Psychology Quarterly, 31(4), 565–582. https://doi.org/10.1037/spq0000130