Barbara Foorman, Yaacov Petscher, and Chris Schatschneider created the Florida Center for Reading Research (FCRR) Reading Assessment (FRA) as part of a subaward to the Educational Testing Service’s (ETS’s) grant in the Institute of Education Science’s Reading for Understanding Initiative (R305F100005). The assessment was also funded in part by the IES Measuring Reading Progress in Struggling Adolescents project (R305A100301).
The goal of the subaward was to develop a component skills battery to assess reading in PreK through twelfth grade. Considering current reading assessments typically take too long to administer and often do not provide reliable estimates of students’ reading ability, the FRA is a set of computer-administered (prekindergarten) or computer-adaptive (K–2 and 3–12) literacy assessment systems measuring language and reading. The prekindergarten and K–2 tasks are individually administered, whereas the 3–12 system is typically administered in a computer lab. All three FRA systems can be completed in less than 45 minutes and used to measure growth three times across the year.
In the prekindergarten and K-2 systems, the screening tasks include phonological awareness, letter-sound knowledge, and/or word reading ability and they predict to norm-referenced reading outcomes. Performance on the screening tasks place students into listening or reading comprehension and other diagnostic tasks. Oral language tasks include vocabulary, sentence comprehension, and following directions. In the 3-12 system, the screening tasks include word recognition, vocabulary knowledge, and syntactic knowledge and performance on these tasks place students into a reading comprehension passage.
The FCRR Reading Assessment was licensed to the Florida Department of Education as the Florida Assessment for Instruction in Reading—Florida Standards version (FAIR-FS), and to Lexia Learning as the RAPID.