A Selection of Tests
	Aston Index The Aston Index is a comprehensive, tried & tested battery of assessments for screening and diagnosing language difficulties. It offers a really thorough understanding of the needs and difficulties of individual children – a sound basis for planning a programme of remedial work. The Aston Index contains 16 tests which enable you to measure an individual pupil’s general underlying ability and attainment with reference to the child’s mental age. It also examines the pupil’s strengths and weaknesses in visual aid and auditory discrimination, motor co-ordination, written language, reading and spelling. The index identifies: Children with special educational needs Children with language difficulties Children with auditory and visual perception difficulties Children with graphic difficulties Specific difficulties in reading, writing and spelling fluency. Contains 17 test cards, box of support materials, 30 test and scoresheets. (Age 5-14) *Replacement Test & Scoresheets available*

A Selection of Tests

Aston Index

The Aston Index is a comprehensive, tried & tested battery of assessments for screening and diagnosing language difficulties. It offers a really thorough understanding of the needs and difficulties of individual children – a sound basis for planning a programme of remedial work. The Aston Index contains 16 tests which enable you to measure an individual pupil’s general underlying ability and attainment with reference to the child’s mental age. It also examines the pupil’s strengths and weaknesses in visual aid and auditory discrimination, motor co-ordination, written language, reading and spelling. The index identifies: Children with special educational needs Children with language difficulties Children with auditory and visual perception difficulties Children with graphic difficulties Specific difficulties in reading, writing and spelling fluency. Contains 17 test cards, box of support materials, 30 test and scoresheets. (Age 5-14) Replacement Test & Scoresheets available

	Non-Reading Intelligence Tests 1-3 The N.R.I.T tests provide an overlapping series of group tests which give a coherent basis to assessment from the top infants stage. The tests take about 45 minutes to give, and measure aspects of language and thinking that are not fully represented in the earlier stages of learning in reading and mathematics. They therefore provide a necessary counterbalance to assessments based solely on attainments. Each test comprises four verbal subtests, all of which are presented orally. This ensures that the abilities of children who may have difficulty in reading the questions are not underestimated. The Manual explains the relationships between the NRIT and attainment tests, and shows how the NRIT can be used in aiding the early identification of children who may need special educational provision or learning support. All three tests have a common standardisation based on the same group of schools over the same period, making for continuity and comparability of scores as children progress through the primary stage. Quotients are provided as follows: Test 1 - ages 6:4 to 8:3 Test 2 - ages 7:4 to 9:3 Test 3 - ages 8:4 to 10:11 (extending to 13:11 for less able children)
	SPAR (Spelling and Reading) Tests The SPAR (Spelling and Reading) Tests are suitable for group administration to Year 3 children having a wide range of ability, and for less able, older children with anticipated reading ages of up to 9 years. The spelling 'banks' allow the selection of three 40-item spelling tests without overlap and many more with partial overlap. Norms are presented separately for reading and spelling, as quotients (for 7:0 to 8:11, extending to 12:11 for less able pupils) and as reading and spelling ages (for 6:0 to 10+).
	Cloze Reading Tests The Cloze Reading Tests adapt a well-researched technique to the practical purposes of assessing children's reading. Children are asked to find words that have been deleted from a series of short passages. A popular and convenient method of testing reading skills, it makes use of, but transcends, the recognition of printed forms and knowledge of the meaning of words. The three tests are intended for use with Years 4, 5 and 6, and norms are provided as follows: Test 1: quotients for ages 7:6 to 10:3 (reading ages 7:0 to 13:0) Test 2: quotients for ages 9:4 to 11:3 (reading ages 7:3 to 14:0) Test 3: quotients for ages 10:4 to 12:7 (reading ages 7:7 to 15:0) The administration of all levels is the same, with identical practice examples, instructions and timing (35 minutes). The three reading age tables extend upwards to 13+, 14+ and 15+ respectively. The quotient norms of Test 3 also allow its use in the first half-year of the secondary stage.
	Group Reading Tests This widely used test gives a helpful picture of a child's use of picture, context, sight and phonic cues in silent reading, and a reliable overall measure of reading accuracy and understanding. The Group Reading Test gives reading quotients for Year 2 and Year 3 children (ages 6:4 to 8:11) and for less able children aged 8:0 to 11:11, and reading ages for 5 to 10 years
	Word Recognition and Phonic Skills (WRaPS) 2nd edition WRaPS assesses children’s developing word recognition and phonic skills, and helps to pinpoint problems in the initial stages of learning to read. It provides: • a standardised score and word recognition age for each child; • a reliable diagnostic profile of strengths and weaknesses in phonic skills; • a measure of each child’s knowledge of high frequency words taught through the National Literacy Strategy; • practical suggestions for appropriate teaching follow-up and activities to improve word recognition and strengthen basic phonic skills. WRaPS2 has been extensively refined in the light of ongoing research, and is now available in parallel forms A and B. Fully restandardised, the coverage of the test has been extended to map fully to the Literacy Strategy Progression in Phonics ‘steps’, making it suitable for use with pupils aged 4:6 to 9:0 years. The practical suggestions for teaching follow-up have also been expanded. WRaPS2 is easily administered to a full class in a single period, and is quickly scored using the scoring templates – which also now provide a sharper diagnostic analysis. The test format ensures that almost all children can identify some features of spoken words in printed form, and can complete the test without experiencing failure. Using the parallel forms, WRaPS2 can be repeated at intervals to assess progress from Reception to Year 4, and in working with older pupils with reading difficulties
	Diagnostic Reading Analysis The Diagnostic Reading Analysis is a modern oral reading test designed specifically for less able readers from 7 to 16 years. The test is carefully structured, with an initial listening comprehension passage helping to confirm the starting point for each pupil. The pupil then goes on to read, and answer questions on, three graded passages – two fiction and one non-fiction – pitched at appropriate levels of difficulty. The purpose-written reading texts utilise NLS sight words,and content and contexts with which pupils can readily engage; they are supported with full-colour illustrations throughout. Each assessment takes about 15 minutes. No pupil has to take the whole test: the user-friendly Pupil Record points you to the next appropriate reading passage. The Pupil Record also shows at a glance which answers to the comprehension questions – literal and inferential – can be scored correct. The Diagnostic Reading Analysis has been fully standardised and assesses reading accuracy (standardised score and reading age), reading rate and reading comprehension . Two parallel forms A and B allow for re-testing, and can additionally be used to assess short-term progress. There is also provision for informal miscue analysis and for more detailed investigation: the (optional) Diagnostic Profiler CD-ROM helps you to produce a detailed diagnostic report, including prompts for appropriate follow-up, for each pupil.

Non-Reading Intelligence Tests 1-3

The N.R.I.T tests provide an overlapping series of group tests which give a coherent basis to assessment from the top infants stage. The tests take about 45 minutes to give, and measure aspects of language and thinking that are not fully represented in the earlier stages of learning in reading and mathematics. They therefore provide a necessary counterbalance to assessments based solely on attainments.

Each test comprises four verbal subtests, all of which are presented orally. This ensures that the abilities of children who may have difficulty in reading the questions are not underestimated. The Manual explains the relationships between the NRIT and attainment tests, and shows how the NRIT can be used in aiding the early identification of children who may need special educational provision or learning support.

All three tests have a common standardisation based on the same group of schools over the same period, making for continuity and comparability of scores as children progress through the primary stage. Quotients are provided as follows:

Test 1 - ages 6:4 to 8:3
Test 2 - ages 7:4 to 9:3
Test 3 - ages 8:4 to 10:11 (extending to 13:11 for less able children)

SPAR (Spelling and Reading) Tests

The SPAR (Spelling and Reading) Tests are suitable for group administration to Year 3 children having a wide range of ability, and for less able, older children with anticipated reading ages of up to 9 years.

The spelling 'banks' allow the selection of three 40-item spelling tests without overlap and many more with partial overlap. Norms are presented separately for reading and spelling, as quotients (for 7:0 to 8:11, extending to 12:11 for less able pupils) and as reading and spelling ages (for 6:0 to 10+).

Cloze Reading Tests

The Cloze Reading Tests adapt a well-researched technique to the practical purposes of assessing children's reading. Children are asked to find words that have been deleted from a series of short passages.

A popular and convenient method of testing reading skills, it makes use of, but transcends, the recognition of printed forms and knowledge of the meaning of words.

The three tests are intended for use with Years 4, 5 and 6, and norms are provided as follows:

Test 1: quotients for ages 7:6 to 10:3 (reading ages 7:0 to 13:0)
Test 2: quotients for ages 9:4 to 11:3 (reading ages 7:3 to 14:0)
Test 3: quotients for ages 10:4 to 12:7 (reading ages 7:7 to 15:0)

The administration of all levels is the same, with identical practice examples, instructions and timing (35 minutes). The three reading age tables extend upwards to 13+, 14+ and 15+ respectively. The quotient norms of Test 3 also allow its use in the first half-year of the secondary stage.

Group Reading Tests

This widely used test gives a helpful picture of a child's use of picture, context, sight and phonic cues in silent reading, and a reliable overall measure of reading accuracy and understanding.

The Group Reading Test gives reading quotients for Year 2 and Year 3 children (ages 6:4 to 8:11) and for less able children aged 8:0 to 11:11, and reading ages for 5 to 10 years

Word Recognition and Phonic Skills (WRaPS) 2nd edition

WRaPS assesses children’s developing word recognition and phonic skills, and helps to pinpoint problems in the initial stages of learning to read. It provides:

• a standardised score and word recognition age for each child;
• a reliable diagnostic profile of strengths and weaknesses in phonic skills;
• a measure of each child’s knowledge of high frequency words taught through the National Literacy Strategy;
• practical suggestions for appropriate teaching follow-up and activities to improve word recognition and strengthen basic phonic skills.

WRaPS2 has been extensively refined in the light of ongoing research, and is now available in parallel forms A and B. Fully restandardised, the coverage of the test has been extended to map fully to the Literacy Strategy Progression in Phonics ‘steps’, making it suitable for use with pupils aged 4:6 to 9:0 years. The practical suggestions for teaching follow-up have also been expanded.

WRaPS2 is easily administered to a full class in a single period, and is quickly scored using the scoring templates – which also now provide a sharper diagnostic analysis. The test format ensures that almost all children can identify some features of spoken words in printed form, and can complete the test without experiencing failure.

Using the parallel forms, WRaPS2 can be repeated at intervals to assess progress from Reception to Year 4, and in working with older pupils with reading difficulties

Diagnostic Reading Analysis

The Diagnostic Reading Analysis is a modern oral reading test designed specifically for less able readers from 7 to 16 years. The test is carefully structured, with an initial listening comprehension passage helping to confirm the starting point for each pupil. The pupil then goes on to read, and answer questions on, three graded passages – two fiction and one non-fiction – pitched at appropriate levels of difficulty. The purpose-written reading texts utilise NLS sight words,and content and contexts with which pupils can readily engage; they are supported with full-colour illustrations throughout.

Each assessment takes about 15 minutes. No pupil has to take the whole test: the user-friendly Pupil Record points you to the next appropriate reading passage. The Pupil Record also shows at a glance which answers to the comprehension questions – literal and inferential – can be scored correct.

The Diagnostic Reading Analysis has been fully standardised and assesses reading accuracy (standardised score and reading age), reading rate and reading comprehension . Two parallel forms A and B allow for re-testing, and can additionally be used to assess short-term progress. There is also provision for informal miscue analysis and for more detailed investigation: the (optional) Diagnostic Profiler CD-ROM helps you to produce a detailed diagnostic report, including prompts for appropriate follow-up, for each pupil.

	Middle Infant Screening Test and Forward Together Suitable For: Teachers and school-based professionals Age Range: 5 - 6 years Administration: Group Timings: Untimed
The Middle Infant Screening Test (MIST) and Forward Together follow-up programme focuses on reading, writing and listening skills. Together, they provide you with a comprehensive screening, diagnostic and reading recovery package. MIST identifies early literacy difficulties and Forward Together provides a recovery programme for up to eight pupils that actively involves parents. Lasting from 8 to twelve weeks, the programme can bring pupils skill levels in reading and writing up to that of their classmates, and improve confidence and self-esteem. Each pupil works through the Forward Together Activity Book at home with the help of a parent.

Middle Infant Screening Test and Forward Together

Suitable For: Teachers and school-based professionals
Age Range: 5 - 6 years
Administration: Group
Timings: Untimed

The Middle Infant Screening Test (MIST) and Forward Together follow-up programme focuses on reading, writing and listening skills. Together, they provide you with a comprehensive screening, diagnostic and reading recovery package. MIST identifies early literacy difficulties and Forward Together provides a recovery programme for up to eight pupils that actively involves parents. Lasting from 8 to twelve weeks, the programme can bring pupils skill levels in reading and writing up to that of their classmates, and improve confidence and self-esteem. Each pupil works through the Forward Together Activity Book at home with the help of a parent.

Neale Analysis of Reading Ability: Second Edition

Suitable For :Teachers, SENCOs, Educational Psychologists and Private Tutors
Age Range: 6 years - 12 years 11 months
Administration: Individual
Timings: 20 minutes apx

A test of oral reading, based on a series of short narratives, providing summative measures and detailed diagnostic information. The Neale Analysis of Reading Ability (NARA II) is an individually administered test of reading, measuring the accuracy, comprehension and rate of reading in children from the age of six.

NARA II is both an attainment and a diagnostic test that can be used to monitor progress in reading and used to identify particular needs so that appropriate teaching programmes can be implemented. It provides standardised scores, reading ages, parallel forms for testing and extension passages for use with more able or older pupils. NARA II consists of two alternate standardised tests so that children’s performance can be monitored without them becoming too familiar with the passages and one diagnostic test

Match reading materials to children’s abilities
Check specific skills have been acquired
Gauge children’s interest in reading
Establish a good working relationship with an individual or small group at the start of tutoring.

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