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ERIC Number: EJ804231
Record Type: Journal
Publication Date: 2005
Pages: 6
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: ISSN-0829-5735
A Review of the Early Reading Diagnostic Assessment, Second Edition (ERDA-2)
Harrison, Gina L.
Canadian Journal of School Psychology, v20 n1-2 p111-116 2005
This article reviews the Early Reading Diagnostic Assessment second edition (ERDA-2). The Early Reading Diagnostic Assessment, second edition (ERDA-2; The Psychological Corporation, 2003) assesses the acquisition of reading skills in children from kindergarten to Grade 3. The ERDA-2 is a collection of subtests adapted primarily from the Wechsler Individual Achievement Test, second edition (WIAT-II; The Psychological Corporation, 2002b), the Process Assessment of the Learner-Reading and Writing (PAL-RW; Berninger, 2001), the Test of Word Knowledge (TOWK; Wiig & Secord, 1991), and the Metropolitan Achievement Test, sixth edition (MAT-6; Prescott, Balow, Hogan, & Farr, 1985). Subtests are organized around five components of reading that include phonological awareness, phonics, fluency, vocabulary, and comprehension. Administration is done individually and takes between 60 to 110 minutes depending on grade level and the group of subtests administered. The ERDA-2 and its predecessors, the ERDA-Revised (ERDA-R; The Psychological Corporation, 2002a) and the ERDA-2000 (The Psychological Corporation, 2000), were developed to provide classroom teachers with early information on students' emerging reading and reading-related skills in response to federal initiatives in the United States (i.e., Reading First legislation). The ERDA-2 is intended to be used as a school-based measure and therefore may be administered by classroom teachers to identify children with reading-related deficits who may be candidates for early reading intervention programs. At each level (K through Grade 3), the materials consist of an examiner's manual, the technical manual, stimulus book, record form, and a profile summary. The ERDA-2 appears to be an adequate standardized measure of skills central to the acquisition of reading and is useful as a screening instrument for identifying students at risk for reading difficulties. A much more comprehensive, multifaceted assessment is needed to identify the individual and instructional factors contributing to any one child's reading-related difficulties however. The ERDA-2 may be used as part of a multitier model for the assessment and identification of reading-related learning disabilities (e.g., Berninger, Stage, Smith, & Hildebrand, 2001) as it appears to identify those students in need of intensive early intervention programming.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A