About the Measure
| Domains | Literacy |
| Subscales | Phonological awareness, letter recognition, fluency, vocabulary and comprehension |
| Target Construct | Literacy: Components of reading (phonemic awareness, phonics, fluency) Oral language: vocabulary, comprehension. |
| Description | One main purpose of ERDA-R is to identify children at risk for not meeting grade-level expectations in reading. Another purpose is to provide teachers with a tool to assist in planning instruction. |
| Test Authors | The Psychological Corporation |
| Publisher | Pearson (2003) |
| Psychometry | |
| Implementation |
Implementation details
| Respondent | Child |
| Prior knowledge Required | Teachers can administrate |
| Scoring | Reported as manageable and accessible |
| Time | 45–60 minutes, including 15–20 minutes for screening |
| Age | 5 years to 8 years |
Psychometric details
| UK norms | YES |
| Norm / Criterion referenced | Both |
| Standardisation sample | 800 |
| Reliability | Fall split half estimates range from 0.63 to 0.95 and Spring overall estimates range from 0.61 to 0.96. Spring interrater reliability 0.88; fall interrater reliability 0.96 |
| Criterion validity | Insufficient data in the public domain to evaluate |
| Construct validity | Insufficient data in the public domain to evaluate |
| Concurrent validity | A study comparing the scores of 47 grade 2 and grade 3 students with a diagnosed learning disability in reading with same grade counterparts. ERDA-2 differentiates students with reading disabilities from students without them. |