Neale Reading Analysis, 3rd edition |
Assessment Area |
English-Reading
|
Year level |
2-9 |
NZ origin? |
No , Australia |
Standardised? |
Yes , Australian normed, 1999 |
Administration to individual or group? |
Individual |
What does it assess? |
Text reading fluency, accuracy and comprehension |
Purpose |
To measure the accuracy, comprehension and rate of reading, monitor reading progress and obtain diagnostic observations of reading behaviour. |
Validity |
Items are tested for content validity. |
Reliability |
There is evidence of test/retest reliability. |
What measures does it give? |
Provides standardised scores, reading ages and national profile levels for reading accuracy and comprehension. This is useful diagnostic information when a student decodes and comprehends at markedly different levels. |
How long does it take to administer? |
Untimed, approximately 20 minutes per student |
How much training is needed? |
Practice with the tests and training by experienced users is helpful |
Scoring and data analysis |
Precise wording, careful observation, timing, and detailed accurate scoring must be carried out almost simultaneously. Hand written reports allow for recording of qualitative information. |
Does it provide 'what next' strategies? |
Yes , facilitates some appropriate teaching strategies |
Is it available in te reo Maori? |
No |
Cost? |
Sample Costs September 2017, including GST:
Manual $92.00;
Reader $90.00;
Record sheets $4.50;
Specimen set $240.00;
DVD $110;
Specimen set with DVD $310.00
|
Author, date of publication and publisher |
Neale, 1999
ACER Press |
Availability |
Available from NZCER. |
Further Information |
This test consists of a set of graded passages for testing the rate, accuracy, and comprehension of oral reading, and a set of supplementary tests for diagnostic assessments. It is both an attainment test and a diagnostic test. It contains a Reader, in book form, comprising six short graded narratives, each with a limited number of words and having a central theme. The passages are illustrated. Comprehension is assessed by questions that tap a child’s use of all contextual cues — pictures, prompts, and the language of the questions.
Assessment content:
- Oral reading and comprehension
- Discrimination of initial and final sounds
- Names and sounds of the alphabet
- Graded spelling
- Auditory discrimination and blending
- Word lists
- Silent reading and writing
The recommended testing situation set up between the teacher and the student allows for the observation and assessment of skills in: speaking, knowledge of sound correspondence in oral reading, awareness of the structure of language, the ability to derive meaning, and making inferences related to different complexities of written language. The Supplementary Diagnostic Tests permit further limited probing of aspects of these skills. |