EARLY GRADE READING ASSESSMENT TOOLKIT

ENGLISH

Student Name: ________________________________________________________________ Grade and Section: ________________________

Name of the Teacher: ________________________________________________________________ Name of School: __________________________
Time Started: _____________________AM/PM
1. Orientation to Print
 Understanding of how print works or the knowledge of the “rules” of print material
 Tests the children’s ability to understand basic rules of print:
◦ Where to begin reading on the page
◦ Where to read next
◦ Where to read when at the end of the line
 Students are scored on the number of correct response to total questions asked.

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2. Letter Name Knowledge
 The most basic of assessments of student reading preparedness (and risk).
 a consistent predictor of reading development for native speakers of English, French, and other alphabetic languages
 In this assessment of letter name knowledge, students are asked to provide the names of all the letters that they can, within a one-minute period.
 The full set of letters of the alphabet is listed in random order, 10 letters to a row, using a clear, large, and familiar font in horizontal rows with each letter
presented multiple times.
 Letters are to be selected based on the frequency with which the letter occurs in the language in question.
 Randomization is used to prevent students from reciting a memorized alphabet - that is, to test for actual automaticity of letter recognition and translation of
print to sound.
Scoring
 The child’s score for this subtest should be calculated as the number of correct letters per minute.
 If the child completes all of the words before the time expires, the time of completion should be recorded and the calculations should be based on that time
period.
 Enumerators/Teachers should mark any incorrect letters with a slash (/), place a bracket (]) after the last letter named, and record the time remaining on the
stopwatch at the completion of the exercise.
Variables are:
 Total letters read
 Total incorrect
 Time remaining on stopwatch
 These three data points are then used to calculate the total correct letters per minute (CLPM):
 CLPM = (Total letters read – Total incorrect) / (60 – Time)

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Time remaining on stopwatch if pupil completes in LESS than seconds (number of seconds): _________

Check box if the exercise was discontinued because the child had no correct answers in the first line.

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Early Stop Rule:
 Discontinue only if the child provides incorrect response to all of the first 10 letters.
3.a Letter Sound Knowledge
(Phonemic Awareness)
 This ability to identify sounds in words,
to separate words into sounds, and to manipulate those sounds
 It is part of a broader term phonological awareness, which is a more general appreciation of the sounds of speech as distinct from their meaning

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Time remaining on stopwatch if pupil completes in LESS than seconds (number of seconds): _________

Check box if the exercise was discontinued because the child had no correct answers in the first line.

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Early Stop Rule:
 Discontinue only if the child provides incorrect response to all of the first 10 letters.
 Test is marked as discontinued
3b: Initial Sound Knowledge
 Assesses children’s ability to identify the beginning sound of words read out loud
 Students are scored on the number of correct sounds identified.

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Early Stop Rule:
 Discontinue only if the child provides incorrect response to all of the first 5 items.
 Test is marked as discontinued

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4: Familiar Word Reading
 Assesses word recognition or sight recognition of words using a list of high-frequency words which is arranged in increasing difficulty
 Tests children’s ability to read as many words as they can within one minute
 Students are scored on the number of correct words read per minute

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Time remaining on stopwatch if pupil completes in LESS than seconds (number of seconds): _________

Check box if the exercise was discontinued because the child had no correct answers in the first line.

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Early Stop Rule:
 Discontinue only if the child provides incorrect response to all of the first 5 words.
 Test is marked as discontinued.
5. Invented Word Decoding
 Tests children’s ability to decode CVC words that are pseudoword or non-sense word as many as they can within one minute
 Students are scored on the number of correct non-words read per minute.

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Time remaining on stopwatch if pupil completes in LESS than seconds (number of seconds): _________
Check box if the exercise was discontinued because the child had no correct answers in the first line.
Early Stop Rule:
 Discontinue only if the child provides incorrect response to all of the first 5 words.
 Test is marked as discontinued.

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6. Oral Passage Reading and Comprehension
 Tests children’s oral reading fluency and their ability to respond correctly to literal and inferential questions about the text
 Students are scored on the number of correct words per minute, and the number of comprehension questions answered correctly.

Time remaining on stopwatch if pupil completes in LESS than seconds (number of seconds): _________
Check box if the exercise was discontinued because the child had no correct answers in the first line.

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Early Stop Rule:
 Discontinue only if the child provides incorrect response to all of the first 6 words.
 Test is marked as discontinued.

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7. Listening Comprehension
 Tests students’ ability to listen to a passage being read and answer literal and inferential questions about the text
 Students are scored on the number of statements they answer correctly

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8. Dictation
 Tests both oral comprehension and writing skills particularly the ability to hear sounds and correctly write the letters or words, and use grammar properly
 Students are scored on a simple scale that captures accuracy for vowel and consonant sounds, spelling, spacing and direction of text, capitalization and
punctuation.
 Give the pupil a lined page and a pencil for writing. Place them in front of the child. Then read the instructions below. Say,

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Go to the store and buy some rice and sugar.

Grade 1
Go (wait 5 seconds)
to (wait 5 seconds)
the (wait 5 seconds)
store (wait 5 seconds)
and (wait 5 seconds)
buy (wait 5 seconds)
some (wait 5 seconds)
rice (wait 5 seconds)
and (wait 5 seconds)
sugar (wait 5 seconds)
Go to the store and buy some rice and sugar.
(wait 15 seconds)

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Grade 2-3

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 CODING FOR DATA ENTRY PERSONNEL ONLY – DO NOT CODE WITH THE
CHILD PRESENT
Evaluation Criteria Score
Wrote “store” correctly.
Wrote “buy” correctly.
Wrote “rice” correctly.
Wrote “sugar” correctly.
Used spacing between words
(size of spacing does not matter).
Used appropriate direction of text
(left to right)
Used capital letter for the word
“Go”.
Used full stop (.) at end of
sentence.
2=correct; 1=partially correct; 0=incorrect;
0=no response
1 = (st, to, or, sto, sop, etc.)
1 = (bu, uy, by, etc.)
1 = (ri, ic, ce, ric, ice, etc.)
1 = (sug, uga, gar, suga, ugar, shu, ugar)
2 = 9 spaces (between all words) 1 = 5-8
spaces
0 = 0-4 spaces
2 = Correct; 0 = Incorrect (no partial
score)
2 = Correct; 0 = Incorrect (no partial
score)
2 = Correct; 0 = Incorrect (no partial
score)

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General Reminders:
 The time that the interview will begin and end should be indicated in am or pm. The starting time will be filled in before beginning the application.
 In different sections of the instrument, the child will be asked if he or she has understood what needs to be done. In the case that the child has not
understood, repeat the example a second and if necessary a third time.
 Explain to the child that the stop watch measures the time it takes for him or her to read and that this is the reason it would be best to continue until asked to
stop.
 Follow the “auto-stop” rule if the child cannot provide any correct response in the first line of the components 2, 3a, 4, 5 and 6 or first half of component 3b.
Do not apply any pressure on the child. The enumerator should check the box at the bottom of the page and move on to the next section.
 Time should be taken if the child cannot read and indicate how much time was given for reading.
 Any omission in the reading process (such as if an entire line is skipped, it must be marked incorrect).
 Components 2, 3a, 3b, 4, 5
• When a child is told to “please start” but does not begin immediately, the administrator should begin timing with the stop watch once the child begins
to say the letters
 Component 5
• The child can follow a reading with his or her finger.
• In reading comprehension questions the answer is found in parenthesis
 Component 6
• The child can follow reading with his or her finger.
• In reading comprehension questions, the answer is found in parenthesis below each question. Be careful not to read these answers to the pupil.
• Component 7
• Read the story to the child only once.

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• Component 8
• Enumerator should give the pencil and pad paper to the child to write his/her response, and asks the child to write her name before starting the
exercise.
• Second reading of the sentence must be done in small groups of words, with up to ten seconds between groups to permit the child to start writing.
• Component 8
• Read the sentence a third and final time for the child to “check” his or her work, even if the child has been unable to write anything.
• Make sure the child’s dictation response sheet is firmly attached to the toolkit. The dictation will be scored at another time. (It does not need to be done
while at the school.) But it must be linked to the same pupil.
• Pupil Context Interview
• It should be administered verbally. Do not read aloud any response options, but rather let the child answer and then choose the corresponding
response form the options provided, or write the child’s response if there are no response options provided or if the response is “other”.

-END-

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