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The brief explains early-years reading subskills, outlines a search-and-selection protocol for identifying formal instruments suitable for large-scale evaluation, and summarizes guidance on aligning assessment purpose with grade-level learning objectives. 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They may measure skills like letter-sound fluency, decoding accuracy, pseudoword/word identification, and oral or connected text fluency.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What purposes can early grades reading assessments serve?",{"text":117,"@type":113},"Early grades reading assessments can support individual diagnostics, universal screening, progress monitoring, accountability, academic research, and evaluation. Coverage depends on the intended purpose.",{"name":119,"@type":110,"acceptedAnswer":120},"How does EdInstruments select assessments for its early years catalog?",{"text":121,"@type":113},"The EdInstruments team uses database searches, publisher website review, and expert recommendations, with one researcher handling coding for consistency. 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The website categorizes the early-grades reading within Academic Knowledge and Skills > ELA. To guide potential users, this brief outlines early years reading content, describes the search and selection process we used for identifying these instruments, and presents recommendations and considerations for use. We do not endorse individual instruments because often the best instrument will depend on the specific use, but we provide examples of instruments for various uses. Users can navigate our website to explore additional options.  \nEarly grades reading content  \nReading is a complex skill that comprises several interconnected sub-skills. These sub-skills develop in a somewhat predictable sequence that begins with pre-language skills in infancy and extends into complex text interpretation and meaning-making skills, which continue to develop through adulthood (Pearson & Hamm, 2005) . For K-3 students, educators focus on teaching phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Reading Panel, 2000) . Assessments that measure the ability to fluently and accurately connect letters and phonemes to sounds (e.g., letter sound fluency, phoneme segmentation fluency), decode words (e.g., decoding accuracy), read pseudowords (e.g., nonsense word fluency), read words (e.g., word identification), and read connected text (e.g., oral reading fluency), are important tools for supporting early reading instruction and for research at these grade levels.  \nEarly grades reading assessments can serve a range of purposes for researchers and practitioners. These uses include individual diagnostics, universal screening, progress monitoring, accountability, academic research, and evaluation, among others. Content  \n1  \n1 I thank Alison Gandhi, Guangming Lin, Susanna Loeb, Samuel Madison, Nancy Nelson, Aizat Nurshatayeva, Nathaniel Schwartz, and Patricia Vadasy for their helpful feedback and expertise. Their participation in this work does not signify endorsement of any individual instrument/assessment. Any errors or omissions are my own.  \ncoverage of a given assessment will vary depending on its intended purpose (Alderson & Alderson, 2000) . Users should carefully consider their needs and ensure they align with the intended purpose of the assessment and the appropriate grade-level learning objectives.  \nEarly years reading assessments on EdInstruments  \nThe EdInstruments team collected early years (PreK-2nd grade) reading assessments for EdInstruments by conducting database searches, reviewing publisher websites, and soliciting expert recommendations. For consistency, one researcher on our team undertook the entire coding process.  \nWe used the following protocol during the instrument selection process:  \n● We included only formal assessments that could be administered by a researcher or in collaboration with schools/districts for the purpose of a large-scale program evaluation.  \n● We excluded tests designed solely to be used by teachers or clinicians for individual diagnostics.  \n● We excluded assessments that are soon to be discontinued (e.g., easyCBM) .  \n● We included the newest edition, when multiple editions of a test were available..  \nTable 1 provides the 38 measurements identified in this process. For each instrument listed in Table 1, the supplementary material spreadsheet presents detailed information, including external links, reliability, evidence of validity and fairness, technical references, time, and cost.  \nTable 1. EdInstruments: Early Grades Reading Assessments  \n\\#  \nName  \nGrades range  \n1 aimswebPlus PK-12  \n2 BRIGANCE IED III PK-2  \nComprehensive Test of Phonological Processing 2nd edition (CTOPP-  \n3 2) PK-12+  \n","cbCaivWofcP0FbdU","https://ap.wps.com/l/cbCaivWofcP0FbdU","pdf",221147,"English","# Early grades reading content\n## Early reading sub-skills and what assessments measure\n# Purposes of early grades reading assessments\n## Aligning assessment use with needs and objectives\n# EdInstruments: Early years reading assessments\n## Data sources and coding process\n## Instrument selection protocol\n# Table 1: EdInstruments early grades reading assessments\n## Measurements and grade ranges\n# Recommendations for using early years reading assessments in research","[{\"question\":\"What reading sub-skills do early grades assessments aim to measure?\",\"answer\":\"Early assessments target interconnected sub-skills such as phonemic awareness, phonics, fluency, vocabulary, and comprehension. They may measure skills like letter-sound fluency, decoding accuracy, pseudoword/word identification, and oral or connected text fluency.\"},{\"question\":\"What purposes can early grades reading assessments serve?\",\"answer\":\"Early grades reading assessments can support individual diagnostics, universal screening, progress monitoring, accountability, academic research, and evaluation. Coverage depends on the intended purpose.\"},{\"question\":\"How does EdInstruments select assessments for its early years catalog?\",\"answer\":\"The EdInstruments team uses database searches, publisher website review, and expert recommendations, with one researcher handling coding for consistency. The protocol includes formal assessments usable for large-scale program evaluation, excludes tools for purely teacher/clinician diagnostics, excludes assessments soon to be discontinued, and includes the newest available edition.\"}]","Considerations for Use of Early Grades Reading Assessments - EdInstruments | PDF",13]