Dra reading level assessment

Understanding Your Child's DRA Reading Level | Scholastic

The Developmental Reading Assessment (DRA) is an individually administered assessment of a child’s reading capabilities. It is a tool to be used by instructors to identify a students reading level, accuracy, fluency, and comprehension. Once levels are identified, an instructor can use this information for instructional planning purposes.

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DRA Testing
The DRA test is traditionally administered on an annual or semi-annual basis. The test measures nine categories of reading behavior and six types of errors. It was developed in 1986 (and revised in both 2000 and 2003) by a committee of educators and is intended to evaluate certain aspects of your child’s reading level.

How DRA Levels and Testing Work Together
Tasks measured by the DRA test are divided into several skill sets. Rhyming, alliteration, segmentation, and phonemic awareness are tested in the phonemic awareness section. Letter naming, word-list reading, spelling, decoding, analogies, structural analysis, and syllabication are tested in the alphabetic principle/phonics portions. Oral reading fluency or words per minute for contextual reading are tested under fluency. Vocabulary, comprehension, and reading engagement skills are also measured in the test.

After the test is evaluated and scored, your child is assigned a numeric (or alphanumeric for very early readers) DRA level A1 through 80. Children with stronger reading abilities yield higher numbers. Teachers are easily able to give children books they can read by choosing a text with the corresponding DRA level.

How to Find Books on Your Child’s Level
Once your teacher gives you your child’s level, you can search for books at a particular DRA level on Scholastic’s Book Wizard. By providing your child with books on his level at home, you are ensuring reading advancement and success with materials that will not cause your child stress or discouragement.

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Developmental Reading Assessment, Third Edition

DRA™3

Joetta Beaver
Mark Carter

DRA offers educators the tools they need to observe and document student reading level and helps inform instructional practice.

Further information regarding remote administration of this assessment

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Overview

Qualification level:

Qualification Level

Level A

This approval level enables you to buy our assessments that require no professional degree, accreditation, organization membership, or license/certificate.

Level B

This approval level enables you to buy our assessments requiring A or B qualification levels.

Level C

This approval level enables you to buy all our assessments.

Scoring options:

Manual or online

System requirements:

DRA3 can be used on a laptop, desktop, or tablet. Mac recommendations: Safari or Chrome. PC recommendations: Firefox or Internet Explorer.

Product Details

The DRA3 combines three decades of teacher input with the latest research to validate the premier reading assessment of individual student reading behaviors in the classroom.

Benefits

DRA3 offers:

More than 100 fiction and nonfiction books to provide your students ample choices and more stories for each reading level
- Order Grades K-3
- Order Grades 4-8
A word list screener to quickly estimate reading levels before you begin testing or for new students entering a school or district. Learn more about the Level estimator.
Teacher Observation Guides (record forms) to facilitate easier recording and efficient assigning of scores
Teacher Guides to ensure important administration procedures, decision points, and other information are all easier to find, understand, and implement with fidelity
Updated comprehension scoring criteria
Reading Engagement as an optional component of Benchmark Assessment
All complementary and paid training resources and related content for instruction and intervention are available online

With DRA3, teachers can:

Determine each student's independent or instructional reading level with an evaluation of three components of reading: reading engagement, oral reading fluency, and comprehension.
Quickly determine students' instructional needs to create a plan documenting what each student needs to learn next with the Focus for Instruction. Once the assessment is complete, teachers can use this information to differentiate instruction and create instructional groups.
As appropriate, a teacher can obtain more in-depth information for an individual student with DRA Word Analysis. This diagnostic assessment provides educators with a systematic means to observe how struggling and emerging readers attend to and work with various components of spoken and written words.

Features

Level estimator
Exclusive to DRA3! Save time to quickly identify estimated student reading levels before you begin testing. Learn more about the Level estimator, giving you an indication of where to begin instruction.

DRA3's consolidated digital offering:

Assess, score, report, access, and maintain student records all in one place through DRA3's new online platform! An online subscription for up to 30 students is included with each kit purchased. View the platform!
Provides educators data entry and administration in a new browser-based solution that can be used on any compatible device (e.g., laptop, desktop or tablet)
Offers expanded reporting options beyond those available from a paper-only assessment
Easily captures, stores, and reports DRA3 student data at the student, class, school, district, or even state level

DRA3's instructional guidance helps reading teachers interpret DRA3 scores and use them to improve classroom instruction by providing:

Comparisons to other familiar leveling systems
Strategies teachers can use to build customized lesson plans based on DRA3 student and classroom scores
Time-tested ideas introduced in DRA2's Focus for Instruction and Moving into Instruction components
Clearer guidance decision points for efficient and appropriate use of DRA3 Benchmark Assessment with Word Analysis and/or Progress Monitoring Assessment

There's more to learn

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Resources

The following resources are available.

DRA3 Infographics

DRA3 Reading Lists

DRA3 Common Core Alignment

Webinars

The following events are available for DRA-3.

Grade (Reading Technique) | Methodical development on the topic:

Assessment	Ecrid quartes
Assessment	I quarter		9000 II	First class
"5"		more than 20 words	more than 40 words	9000 more than 45 words
“4” 40007		16–20 words	–40 Words	“3”	10-15 words	20–25 words	25–35 Words
“2”0008	less than 20 words	less 25 words
Second grade
"5" 5 "5" 5 "5" 5 "more than 45 words	More Words	more than 70 words
"4" 4 "	–45 words	9000-55 words	9000-65 words	55–70 Words
“3” 3 ”	-34 Words	9000-39 words	9000-49 Words	9000 40–54 Words
"2"0007
“5” 50007	more than 70 words	more than 75 words	more than 85 words	more than 90 words
9000 “4” 4,0007 9000 55–70 words	60–75 Words	70–85 Words	-90 Words
"3" 3 "0008	45-59 words	55–69 words	9000-74 Words
	Words	less than 45 Words less than 45 words 9000	9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 less than 55 words	less than 60 words
Fourth grade
"5"	9000 more 90 words	more than 100 words more0007	more 105–120 words
“3”	-74 Words	70–84 Words	-94 Words 013
“2” 2 ”	less than 65 words	less than 70 words	less than 80 words	9000 6 Words

Grade 1 Grade 1: Evaluation is not staged, student“ did" or "didn't work".

In the first half of the year, the reading technique may not be carried out.

Reading technique. Norms 1-4 class.

Since many parents stubbornly refuse to understand what is the point of testing reading technique in elementary school (grades 1-4), I give up and publish reading norms. At the same time, I ask you to carefully read not only the quantitative norm of words per minute, but also my explanations both in the table and below it.

Reading speed standards 1-4 grades

→ The number of words may vary slightly depending on the curriculum. Increased rates are given in parentheses.
→ Grade 1: no mark given, the student "did" or "did not do it". In the first half of the year, the reading technique may not be carried out.

Grade	at the end of the first half of the year	at the end of the second half of the year
1 cl.	at least 10 - 15 (20 - 25) wpm	2 -> less than 15 (25) wpm in 3 -> 15-19 (25-34) words in 4 -> 20-24 (35-40) words in 5 -> from 25 (41) words
2 cl.	by 2 -> less than 25 (40) words per minute by 3 -> 25-29 (40-48) words by 4 -> 30-34 (49-54) words by 5 -> from 35 ( 55) words	2 -> less than 40 (50) words per minute 3 -> 40-44 (50-58) words 4 words -> 45-49(59-64) words by 5 -> from 50 (65) words
3 cells	by 2 -> less than 40 (55) words per minute by 3 -> 40-49 (55-64) words by 4 -> 50-59 (65-69) words by 5 -> from 60 (70) ) words	by 2 -> less than 65 (70) words per minute by 3 -> 65-69 (70-79) words by 4 -> 70-74 (80-84) words by 5 -> from 75 (85) ) words
4 class	by 2 -> less than 65 (85) words per minute by 3 -> 65-74 (85-99) words by 4 -> 75-84 (100-114) words by 5 -> from 85 (115) ) words	by 2 -> less than 70 (100) words per minute by 3 -> 70-88 (100-115) words by 4 -> 89-94 (116-124) words by 5 -> from 95 (125) words

Other reading parameters 1-4 class

Grade	at the end of the first half of the year	at the end of the second half of the year
1 cl.		Reading is conscious, correct, simple words are read as a word. Words with a complex syllabic structure can be read syllable by syllable.
2 cl.	Reading consciously, correctly, in whole words. Compliance with logical stresses. Words of a complex syllabic structure can be read syllable by syllable.	Reading consciously, correctly, in whole words. With observance of logical stresses, pauses and intonations. Syllabic reading is undesirable.
3 cells	Reading consciously, correctly, in whole words. With observance of pauses and intonations, through which the student expresses understanding of the meaning of what is being read.	Reading consciously, correctly, in whole words. With observance of pauses and intonations, through which the student expresses understanding of the meaning of what is being read.
4 cells	Reading consciously, correctly, in whole words. With observance of pauses and intonations, through which the student expresses an understanding of the meaning of what is read, and his attitude to the content of what is read.	Reading consciously, correctly, in whole words. With observance of pauses and intonations, through which the student expresses an understanding of the meaning of what is read, and his attitude to the content of what is read.

Criteria when setting an estimate for reading technique:

- Reading by syllables or word completely,

- the presence of errors in reading,

- number of words per minute,

- Expressiveness,

- awareness.

can be clicked to enlarge

As you can see, the number of words read is not decisive.

That is, parents need to understand that such a concept as reading speed is only one of the criteria for determining the level of reading technology . way of reading is being checked : the child reads by syllables or the word is read by him smoothly, in its entirety. It is mandatory to check reading comprehension , in other words, whether the student understands what he has read or not. To do this, after reading, a question can be asked about the text, most often “What did you just read about?” and requires a simple answer (a detailed retelling is not needed 😉)

The expressiveness of reading, the presence of errors and / or stammers are also taken into account. Sometimes there is a return to re-reading the previous word, this indicates a lack of awareness and is considered a mistake.

It should also be taken into account that the standards of speed (rate) of reading may differ depending on the educational institution, the requirements for a student of a gymnasium will be higher, for a student of a correctional class - lower.