DRA2+ (Developmental Reading Assessment-2nd Edition)

Contact
800-328-5999

The Developmental Reading Assessment Second Edition, PLUS (DRA2+) is a system that measures students' reading performance. The tool can be used by educators to identify each student's instructional needs and to inform practices. The DRA2 Benchmark Assessment consists of four steps: reading engagement, reading conference, reading comprehension, and teacher anlysis. The assessment is available in both English and Spanish (Evaluación del desarrollo de la lectura is the bilingual version modeled off of DRA2).

Grades
K-8
Languages
English
Spanish
Topic
Subtopics
Comprehension,
Fluency
Length
DRA2 K-3: 10-20 minutes per student; DRA 4-8 Student Reading Survey: 10-15 minutes, DRA 4-8 oral reading: 5-7 minutes, DRA2 4-8 student independent work: 35-40 minutes
Price
DRA2+ Kit grades K-3: $422.97; DRA2+ Kit grades 4-8: $367.47; DRA2 Kit grades 4-8 (does not include Progress Monitoring Assessment): $258.97; DRA2 Progress Monitoring Assessment Classroom package: $149.47; Online Management System 1-Year License (above 30
Training
Webinars, on-site and online training available
Qualifications
Must be an accredited school or district
Open Access
No
Administration
Individual
Scoring
Computer scoring
Referencing
Criterion-referenced
Resources on Psychometric Properties

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

Instrument Use in Peer-Reviewed Studies

Valenti, J. E., & Tracey, D. H. (2009). Full-Day, Half-Day, and No Preschool: Effects on Urban Children’s First-Grade Reading Achievement. Education and Urban Society, 41(6), 695–711. https://doi.org/10.1177/0013124509336060

Chang, S. H. (2011). Grade Level and Gender Differences in a School-Based Reading Tutoring Program. Reading Horizons, 51(1), 63–80.

Burgin, J., & Hughes, G. D. (2009). Credibly Assessing Reading and Writing Abilities for both Elementary Student and Program Assessment. Assessing Writing, 14(1), 25–37. https://doi.org/10.1016/j.asw.2008.12.001

Borman, G. D., Goetz, M. E., & Dowling, N. M. (2009). Halting the Summer Achievement Slide: A Randomized Field Trial of the KindergARTen Summer Camp. Journal of Education for Students Placed at Risk, 14(2), 133–147.