Transcript Test of Early Reading Ability-3 (TERA-3)

Test of Early Reading Ability-3
(TERA-3)
By: Jenna Ferrara
What does it measure and why?
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There are five identified purposes of the
TERA-3
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(a) to identify children who are significantly below
their peers in reading development and thus may
be candidates for early reading intervention;
(b) to identify strengths and weaknesses of
individual children;
(c) to document progress as a result of early
reading intervention programs;
(d) to serve as a measure in studying reading
development in young children;
(e) to serve as one component of a comprehensive
assessment.
What does it measure and why?
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Three subtests comprise the TERA-3:
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(a) Alphabet – (29 items) This test measures children’s
knowledge of the alphabet and sound-letter correspondence.
Subtests also measure student’s abilities to determine initial
and final sounds, the number of sounds and syllables in
words, and awareness of letters printed in different fonts.
(b) Conventions – (21 items) This test measures children’s’
concepts about print. Subtests include how to handle a book,
where to begin reading, print conventions, and knowledge of
punctuation, capitalization, and spelling.
(c) Meaning – (30 items) This test measures children’s ability
to comprehend printed material. This subtest includes
comprehending words, sentences, and paragraphs.
Paraphrasing, sentence construction, and vocabulary are also
measured.
Type of Test
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The Test of Early Reading Ability, Third
Edition (TERA-3) is an individually
administered, formal, norm-referenced
test that assesses the mastery of
emergent literacy skills in young children.
Test Demands
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Each question of the assessment is on its own page in
the test flip book. At the top of each page, it tells the
administrator what to say.
 Students answers are then marked in the answer
booklet and given a score of a 1 (correct) or 0
(incorrect).
 The authors address emergent literacy skills in
alphabet (knowledge of and use of letters),
conventions (directionality, parts of a book, where to
begin reading, when to turn the page, etc.), and
meaning (make predictions, interpret stories, retell
stories, etc.) simultaneously, rather than sequentially,
as this progression mirrors the reading development
process.
Test Administration
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The intended age for this assessment is for a child
between 3 years 6 months and 8 years 6 months.
 Age-appropriate entry points are given for each
subtest. When students get 3 questions in a row
wrong, you can discontinue that subtest.
 The authors state that children under the age of 5 may
require a break after each 10 minutes of testing.
 The full test can be administered typically in 30
minutes or less, but the items are not timed.
 You should practice prior to administering so you are
familiar with the questions and flow of the assessment.
The authors recommend at least 3 practice sessions.
Scores Yielded
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Results are reported in raw scores, subtest
standard scores, a composite quotient, age
and grade equivalents, and percentile scores.
A reading quotient is calculated by summing
scores from the three subtests. You then use
a table to convert the sum to a reading
quotient, which can also be viewed as a
percentile.
 The authors indicate that they reluctantly
reinstated the calculation of age and grade
equivalent scores into the third version of this
assessment.
Strengths/Points of Interest
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The TERA-3 can be used with children who vary
widely in the style of English they speak.
It is easy to administer and score.
The examiner’s manual is clear.
Items from everyday life are incorporated (McDonald’s
logo, Reese’s pieces candy, etc.), which also serves
as student motivation.
The authors provide a literature review that documents
the importance of emergent literacy skills in alphabet,
conventions, and meaning along with the importance
of assessing reading in young children.
Criticism/Limitations
The TERA-3 is not to be used as a sole
basis for instructional planning.
 The assessment cannot be used with
students with whom English is not their
first language.
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Classroom Implications
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The assessment provides you with information about a
child’s school ability influenced by reading ability.
 Helps you break down the reading process and see
exactly where reading difficulties are coming from
(alphabet, meaning, or conventions).
 I can see this assessment as being very beneficial in
the primary grades.
 This assessment should be given in a one on one
environment, so getting the time to do that may be a
challenge depending on where you teach and the
resources allotted.