Education Endowment Foundation: York Assessment of reading for Comprehension. Early reading

About the measure

Rating Psychometric

Rating Implementation

Subscales

Phonological skills, alphabetic knowledge and word reading; For children ages 5 and above reading fluency and reading comprehension.

Target construct

Literacy: Letter sound knowledge, early word recognition, sound deletion and sound isolation.

Test Authors

Snowling, M.J., Stothard, S. E., Clarke, P., Bowyer-Crane, C., Harrington, A., Truelove, E. & Nation, K

Publisher

GL Assessment

Implementation

AgeⓘAge (in years) covered by the survey. Using the measure outside this age range may result in inaccurate information.

4 years to 7 years (Early reading) and 5 to 16 (passage reading) year(s)

Prior knowledge required

Administered individually by school psychologists, speech pathologists and specialist teachers

ScoringⓘStandardised: Can easily be summed or averaged Complex: Requires judgement or assessment on behalf of the scorer

Transparent scoring system with clear guidelines. Important to understand ability scores

TimeⓘAn estimate of the time (in minutes) taken for an individual to complete one survey

Norm referenced min(s)

Psychometric

UK normsⓘWhether the measure has been calibrated with a UK sample (as opposed to generating psychometric details from a Foreign (e.g. USA) sample).

YES

Norm / Criterion referenced

Norm referenced

Standardisation sample

662

ReliabilityⓘWhere observations (e.g. teacher or peer report rather than self report) are used, this measure of reliability indicates how closely related each score is. A higher value suggests a more reliable measure.

Letter sound knowledge – core .95; Letter sound knowledge – extended .98; Early word recognition .98; Sound isolation .88; Sound deletion .93; Deletion and Isolation combined .95

Criterion validityⓘAn assessment of how well the measures relates to other, well-validated assessments.

Insufficient data in the public domain to evaluate

Construct validityⓘFurther to the use of CFA and EFA, this reports any details demonstrating how well the measure is seen to represent the conceptual domain it comes from.

Similar standard scores achieved with NARA II and BPVS

Concurrent validityⓘSimilar to Criterion, this is a measure of how well the measure relates to other similar (or dissimilar) domains, as evidence of its validity.

Correlation with the SWRT ranged .55 (Letter sound knowledge) to .88 (Early word recognition).