GRADE (Group Reading Assessment and Diagnostic Evaluation)

The GRADE (Group Reading Assessment and Diagnostic Evaluation) is a reading assessment for students from grade PreK to adult. For grades PreK-3, the diagnostic test measures reading skills that are consistent with the National Reading Panel and Reading First. The GRADE can be used with an RTI program to identify strengths and weaknesses and to track student growth.

Contact
800-328-5999
Grades
Pre K-Adult
Languages
English
Domains
Topic
Subtopics
Comprehension,
Fluency,
Phonics,
Phonological awareness,
Vocabulary
Subtopics
Phonological awareness, phonics, vocabulary, fluency, comprehension
Length
50-90 minutes
Price
1 Year License: $5 per student
Training
Onsite training, Online training, and Self-paced Pre-recorded webinars and PDFs available
Qualifications
Must be an accredited school or district
Open Access
No
Administration
Group,
Individual
Scoring
Manual scoring
Referencing
Norm-referenced
Resources on Psychometric Properties

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

Instrument Use in Peer-Reviewed Studies

Hitchcock, J., Dimino, J., Kurki, A., Wilkins, C., & Gersten, R. (2011). The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools. Final Report. NCEE 2011-4001. National Center for Education Evaluation and Regional Assistance. Retrieved from https://eric.ed.gov/?q=%22Group+reading+assessment+and+diagnostic+evalu…

Prescott, J. E., Bundschuh, K., Kazakoff, E. R., & Macaruso, P. (2018). Elementary School-Wide Implementation of a Blended Learning Program for Reading Intervention. Journal of Educational Research, 111(4), 497–506. https://doi.org/10.1080/00220671.2017.1302914 

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