Stanford Achievement Test-Tenth Edition (SAT10): ELA

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Instrument Overview

The SAT10 reading subtests are specifically aligned with IRA/NCTE standards, state standards, and the National Assessment of Education Progress (NAEP). The standardized assessment can help monitor students' progress and also identify strengths and areas in need of support for placement and instructional planning. The test is sold only to accredited schools and districts. Aprenda-3 is the Spanish version that allows educators to test Spanish-speaking students in their native language.

Organization

Topic
Student Learning
Tags
Reading and literacy education

Content

Grades
Kindergarten,
1st Grade,
2nd Grade,
3rd Grade,
4th Grade,
5th Grade,
6th Grade,
7th Grade,
8th Grade,
9th Grade,
10th Grade,
11th Grade,
12th Grade
Languages
English,
Spanish
Respondent
Student

Administration Information

Qualifications

Must be an accredited school or district.

Administration
Computer,
Paper

Access and Use

Price

Kits start at $59

Contact

800-627-7271

Link
https://www.pearsonassessments.com/learningassessments/products/100000415/stanf…
Open Access
No
Use in Research
Fien, H., Smith, J. L. M., Smolkowski, K., Baker, S. K., Nelson, N. J., & Chaparro, E. (2015). An examination of the efficacy of a multitiered intervention on early reading outcomes for first grade students at risk for reading difficulties. Journal of Learning Disabilities, 48(6), 602–621. https://doi.org/10.1177/0022219414521664 Gottfried, M. A., & Johnson, E. L. (2014). Assessing access: Is there educational equity within urban schooling? Education and Urban Society, 46(7), 773–797. https://doi.org/10.1177/0013124512468002 Hrastinski, I., & Wilbur, R. B. (2016). Academic achievement of deaf and hard-of-hearing students in an ASL/English bilingual program. Journal of Deaf Studies and Deaf Education, 21(2), 156–170. https://doi.org/10.1093/deafed/env072 Kaya, F., Stough, L. M., & Juntune, J. (2016). The effect of poverty on the verbal scores of gifted students. Educational Studies, 42(1), 85–97. https://doi.org/10.1080/03055698.2016.1148585 Kim, Y.-S., Petscher, Y., Schatschneider, C., & Foorman, B. (2010). Does growth rate in oral reading fluency matter in predicting reading comprehension achievement? Journal of Educational Psychology, 102(3), 652–667. https://doi.org/10.1037/a0019643

Psychometrics (additional guidance)

Psychometric References

Contact publisher for PDF

Additional resource:

Savage, C. (2022). Considerations for use of early grades reading assessments. EdInstruments Brief, Annenberg Institute for School Reform, Brown University. https://edinstruments.org/resources/early-grades-reading-assessments

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