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RtI Reading Tests and Resources

Response to Intervention Reading Assessments

FREE Response to Intervention Reading Assessments

Teachers like to teach, not test. After years of required testing, many teachers develop a healthy dose of test aversion. This condition exists because teachers perceive that testing takes away time from teaching, which is their first priority and first love. I’ve yet to meet a teacher when asked, “Why did you get into teaching?” who answered, “Because I love testing.”

Test aversion is accentuated by assessments which provide no teachable data. Of course, the PARCC and SBAC tests come to mind; however, many other assessments, such as random sample normed assessments, contribute to this progressive disease. This is particularly the case within programs designed to meet individual student needs, such as reading intervention. Response to Intervention (RtI) reading assessments are widely perceived as top-down requirements which are time-consuming exercises in test administration, grading, recording, and monitoring: all of which take away teaching time, add countless hours of paperwork, and subject teachers to unfair administrative or peer scrutiny. Think awkward group meetings.

In fact, RtI reading tests can be counterproductive. Years ago I served as a site-level reading specialist at an elementary school. The principal had reached out to district program specialists to develop an RtI-style assessment package for administration to second and third-graders, as well as to fourth, fifth, and sixth-grade students who scored poorly on the standardized tests. Part of the assessment package was the SORT (Slosson Oral Reading Test). The SORT is an individually administered assessment, which takes from 2-4 minutes to administer and score. Merits of this test aside (I’ve always found the test useful as a predictor of reading comprehension grade level), the principal and teachers decided to teach-to-the-test. Teachers, instructional aids, and parents spent countless hours quizzing students with Slosson word flashcards memorizing this random sample test. Time is reductive. Teaching to this test was counterproductive.

So, does assessment have its place? Will teachers buy-in to the value of RtI reading tests? Absolutely. The cure to test aversion? Assessment-based instruction. Following are the criteria for assessment-based instruction:

Seven Assessment-based Criteria

  1. Comprehensive: Each assessment is comprehensive, not a normed random sample. For example, teachers don’t want a 20-question qualitative spelling inventory indicating that students haven’t mastered some or all of their short and long vowels. Teachers want to know exactly which short and long vowels have and have not been mastered. Hence the 102 item Diagnostic Spelling Assessment.
  2. Accurate (internally valid) and Reliable (externally valid)
  3. Quick and Easy Administration: All but one assessment (fluency) are whole class assessments.
  4. Easy to Grade and Record:  have audio files for easy test administration.
  5. Easy-to-Monitor
  6. Teachable: teach to the results of each test item.
  7. Designed for Response to Intervention

Response to Intervention Reading Tests

So which RtI reading tests meet those criteria? The comprehensive alphabetic, phonological (phonemic awareness), phonics, sight words, sight syllables, reading fluency, and spelling assessments for site-level Response to Intervention teams and individual teachers help teachers quickly and accurately diagnose what students know and what they do not know. Each assessment has been developed by Mark Pennington, M.A. Reading Specialist, and revised from extensive teacher feedback. The assessments are offered absolutely FREE for classroom use. Why FREE?

As the author of these assessments, I care about creating assessments that teachers value as reliable diagnostic tools for their students. I also know that once teachers determine what students know and don’t know, they will want the corresponding resources to teach to the diagnosed reading deficits. Of course, teachers can use their own resources, but I hope that they’ll purchase mine. Each program resource corresponds to the FREE reading assessments, test item by test item.

The author’s assessment-based phonemic awareness, phonics, reading fluency and comprehension, syllabication, vocabulary, and spelling programs provide the resources for assessment-based whole class and individualized instruction. Click on the blue hyperlinks for the FREE reading assessments and the maroon hyperlinks to check out the corresponding curricular resources.

Phonemic Awareness and Alphabetic Awareness (Paper Copies) 

Use these five phonemic awareness (syllable awareness, syllable rhyming, phonemic isolation, phonemic blending, phonemic segmenting) and two alphabetic awareness assessments (upper and lower case identification and application) to determine reading readiness. Each of the seven assessments is administered whole class. The author’s Teaching Reading Strategies reading intervention program includes corresponding phonemic awareness and alphabetic awareness activities to remediate all deficits indicated by the assessments.

Vowel Sounds Phonics Assessment (Paper Copy) *

Use this comprehensive 52 item whole class assessment to determine your students’ mastery of short vowels, long vowels, silent final e, vowel digraphs, vowel diphthongs, and r-controlled vowels. The assessment uses nonsense words to test students’ knowledge of the sound-spellings to isolate the variable of sight word recognition. Unlike other phonics assessments, this assessment is not a random sample of phonics knowledge. The Vowel Sounds Phonics Assessment includes every common sound-spelling. Thus, the results of the assessment permit targeted instruction in any vowel sound phonics deficits. The author’s Teaching Reading Strategies reading intervention program includes corresponding worksheets and small group activities to remediate all deficits indicated by this assessment.

Consonant Sounds Phonics Assessment (Paper Copy) *

Use this comprehensive 50 item whole class assessment to determine your students’ mastery of consonant digraphs, beginning consonant blends, and ending consonant blends. The assessment uses nonsense words to test students’ knowledge of the sound-spellings to isolate the variable of sight word recognition. Unlike other phonics assessments, this assessment is not a random sample of phonics knowledge. The Consonant Sounds Phonics Assessment includes every common sound-spelling. Thus, the results of the assessment permit targeted instruction in any consonant sound phonics deficits. The author’s Teaching Reading Strategies reading intervention program includes corresponding worksheets and small group activities to remediate all deficits indicated by this assessment.

Sight Words (Outlaw Words) Assessment (Paper Copy)

Use this 99 item whole class assessment to determine your students’ mastery of the most common non-phonetic English words. The author’s Teaching Reading Strategies reading intervention program includes small group activities to remediate all deficits indicated by this 15-minute assessment. The program includes an Outlaw Words fluency article which uses all assessment sight words. The program also provides sight word game card masters and individual sets of business card size Reading and Spelling Game Cards.

Rimes (Word Families) Assessment (Paper Copy) 

Use this comprehensive 79 item whole class assessment to determine your students’ mastery of the most common English rimes. Memorization and practice of these word families such as ack, eck, ick, ock, and uck can supplement an explicit and systematic phonics program, such as found in the author’s Teaching Reading Strategies reading intervention program. Experienced reading teachers know that different students respond differently to reading instruction and some remedial students especially benefit from learning onsets (such as consonant blends) and rimes. The program includes small group activities to remediate all deficits indicated by this 15-minute assessment. The program also provides rimes game card masters and individual sets of business card size game cards in the accompanying Reading and Spelling Game Cards.

Sight Syllables Assessment (Paper Copy)

Use this 49 item whole class assessment to determine your students’ mastery of the most common Greek and Latin prefixes and suffixes. Memorization and practice of these high utility affixes will assist with syllabication, spelling, and vocabulary development. The author’s Teaching Reading Strategies reading intervention program provides Greek and Latin prefix and suffix game card masters and individual sets of business card size game cards in the accompanying reading and spelling game cards.

The Pets Fluency Assessment (Paper Copy) *

The “Pets” expository fluency passage is leveled in a unique pyramid design: the first paragraph is at the first grade (Fleish-Kincaid) reading level; the second paragraph is at the second grade level; the third paragraph is at the third grade level; the fourth paragraph is at the fourth grade level; the fifth paragraph is at the fifth grade level; the sixth paragraph is at the sixth grade level; and the seventh paragraph is at the seventh grade level. Thus, the reader begins practice at an easier level to build confidence and then moves to more difficult academic language. As the student reads the fluency passage, the teacher will be able to note the reading levels at which the student has a high degree of accuracy and automaticity. Automaticity refers to the ability of the reader to read effortlessly without stumbling or sounding-out words. The 383 word passage permits the teacher to assess two-minute reading fluencies (a much better measurement than a one-minute timing).

The author’s Teaching Reading Strategies reading intervention program includes 43 expository animal fluency articles, each marked with words per line and timing charts to help students monitor their own fluency progress. Plus, each of the 43 fluency articles has been recorded at three different reading speeds to provide the appropriate challenge level for each of your students. This toolkit provides the YouTube links to these 129 modeled readings.

Each of the 43 articles is composed in a leveled format: the first two paragraphs are at third grade reading level, the next two are at the fifth grade reading level, and the last two are at the seventh grade reading level. Slower readers get practice on controlled vocabulary and are pushed to read at the higher reading levels, once the contextual content has been established. Faster readers are challenged by the increasingly difficult multi-syllabic vocabulary.

Teaching Reading Strategies also provides 43 corresponding animal comprehension worksheets with content-specific comprehension questions listed in the margins next to the relevant text. These low-higher order thinking questions ask readers to summarize, connect, re-think, interpret, and predict (the SCRIP comprehension strategy) to promote reader dialog with the text. Students practice self-monitoring their own reading comprehension as they read. This “talking to the text” transfers to better independent reading comprehension and retention.

Diagnostic Spelling Assessment (Paper Copy) *

Use this comprehensive diagnostic assessment to pinpoint all sound-spelling patterns learned from kindergarten through eighth grade. This 102 item eighth grade test pinpoints spelling deficits and allow the teacher to individualize instruction according to the assessment-data. The author’s Grades 4-8 Differentiated Spelling Instruction programs and the comprehensive Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) Grades 4-8 programs provide the appropriate test items according to grade level and targeted worksheets to remediate each unknown assessment sound-spelling. Each worksheet includes a spelling sort and formative assessment.

* Placement Assessments

Spelling Patterns Assessment Matrix

Reading Assessments Recording Matrix


Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading StrategiesDesigned to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use–a perfect choice for Response to Intervention tiered instruction. The program provides multiple-choice diagnostic reading and spelling assessments (many with audio files), phonemic awareness activities, blending and syllabication activitiesphonics workshops with formative assessments, 102 spelling pattern worksheets, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 644 reading, spelling, and vocabulary game cards, posters, activities, and games.

Also get the accompanying Sam and Friends Guided Reading Phonics Books. These 54 decodable eBooks (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each book introduces focus sight words and phonics sound-spellings aligned to the instructional sequence found in Teaching Reading Strategies. Plus, each book has a 30-second word fluency to review previously learned sight words and sound-spelling patterns, five higher-level comprehension questions, and an easy-to-use running record. Your students will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

Or why not get both programs as a discounted BUNDLE? Everything teachers need to teach an assessment-based reading intervention program for struggling readers is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, tiered response to intervention programs, ESL, ELL, ELD, and special education students. Simple directions, YouTube training videos, and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program.

What do teachers have to say about the program?

I just visited your website and, oh my, I actually felt my heart leap with joy! I am working with one class of ESL students and two classes of Read 180 students with behavior issues and have been struggling to find methods to address their specific areas of weakness. I am also teaching three senior level English classes and have found them to have serious deficits in many critical areas that may impact their success if they are attending college level courses in a year’s time. I have been trying to find a way to help all of them in specific and measurable ways – and I found you! I just wanted to thank you for creating these explicit and extensive resources for students in need. Thank you!

Cathy Ford

By the way, I got Sam and Friends a few weeks ago, and I love it. I teach ESL in S Korea. Phonics is poorly taught here, so teaching phonics means going back to square one. Fortunately, Sam and Friends does that and speeds up pretty quickly. I also like that I can send it home and not charge the parents – we all love that.  I like it a lot! It’s also not about something stupid, like cats and dogs. 

Joseph Curd

I work with a large ELL population at my school.Through my research in best practices, I know that spelling patterns and word study are so important. However, I just couldn’t find anything out there that combines the two. The grade level spelling program and remediation are perfect for my students. 

Heidi

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