Test of Early Reading Ability

Test of Early Reading Ability

3rd Edition (TERA-3)

Laura Lyles

EPSY 7340

Normative Sample

References

Intro to TERA-3

Uses of TERA-3

Hayward, D. V., Stewart, G. E., Phillips, L. M., Norris, S. P., & Lovell, M. A. (2008). Test review: Test of early reading ability (TERA-3). Language, Phonological Awareness, and Reading Test Directory (pp. 1-6). Edmonton, AB: Canadian Centre for Research on Literacy. Retrieved [11/8/2014] from http://www.uofaweb.ualberta.ca/elementaryed/ccrl.cfm.

Reid, D. K., Hresko, W. P., & Hammill, D. D. (2001). TERA 3 Examiner's Manual. Austin, TX: Pro-Ed.

Waters, A.M. A Review of the Test of Early Reading Ability- Third Edition (TERA-3). Retrieved [11/8/2014] from http://www.mrswatersworld.com/mat-portfolio/Exhibit%20P.pdf

Norming was conducted between February 1999 and April 2000.

Total Number: 875

Number and Age: The sample was stratified by age as follows: 3 years (N = 89), 4 years (N=104), 5 years (N= 160), 6 years (N=231), 7 years (N=186), 8 years (N=105)

Location: 22 states

Demographics: 1999 U.S. census data

Rural/Urban: 80% urban and 20% rural

SES: SES was determined by family income range.

Other: The level of parental educational attainment was also used.

Published in 2001 by Pro Ed Inc in Austin, Tx

Test kit includes: Examiners Manual, Form A and Form B picture books, Form A and Form B record booklets (protocol)

Instrument ranges in ages from 3yrs, 6m- 8yrs, 6m

Administration time: Approximately 30 mins

Components of TERA- 3

-Provide early intervention by identifying children significantly below peers in reading development

-Identify reading strengths/ weaknesses to inform instruction

-Document the progress of early intervention strategies on learning

-Inform research to guide reading development, instruction, and intervention

-Accompany other assessment techniques

Alphabet

General Administration Rules

1. Alphabet

2. Conventions

3. Meaning

-Measures knowledge of the alphabet and sound- letter correspondence

- letter name knowledge

-initial/ final sound

-sounds and syllables (printed words)

-letters printed in different fonts

- 29 items

Section I and II

Section III and IV

Areas Tested Within Components

Meaning

- Measures ability to comprehend printed material items

-relational vocabulary

- sentence construction

- paraphrasing

- 30 items

Conventions

- Measures familiarity with print

- book handling

-print conventions

- punctuation, capitalization, spelling

- 21 items

-Components can be administered in any order, preference is to administer in order of the Examiner Record Booklet

-Components are not timed

-Begin at component Entry Points (based on child’s age)

Strengths

Basals and Ceilings

Identical for Form A and Form B

Basal: 3 items in a row at Entry Point

Ceiling: 3 missed items in a row

If basal not attained at Entry Point test downward (previous items) until basal is attained

Scoring the TERA- 3

- Easy to use

- Quick administration

- Engaging

- Affordable

-High level of validity and reliability

- Overall directions concise and understandable

Reliability

Content Sampling: .83- .95

Time Sampling: .92- .97

Interscorer Difference: .99

Validity

Weaknesses

-Each item passed is scored 1, incorrect items are scored 0

- Manually calculate subtest raw scores

-Provide age and grade equivalent (Appendix D)

-Standard scores and percentiles (Appendix A)

Standard score of 3 subtest combine for a Reading Quotient

SEM: 1

Confidence Interval: 68%

Content- description, criterion prediction, and construct- identification validity all fall within the .81 range overall

- Not comprehensive enough to be a stand alone tool for assessment

Minimum standard for test reliability should be .90.

22 out of the 24 reach or exceed .90