What is the Developmental Reading Assessment (DRA)?
The Developmental Reading Assessment (DRA), is a test done to determine which distinct reading level a student falls under. Knowing a child’s DRA reading level is a great tool to be used by educators to identify a students reading level, accuracy, fluency, and comprehension. Once levels are identified, an educator can use this information for instructional planning purposes.
Based on a student’s performance on the DRA, he or she will be given a score that places them at the level where they seem to currently be thriving. These numbers range from 1 to 80.
How often are assessments typically given?
The DRA test is traditionally administered on an annual or semi-annual basis. The test measures nine categories of reading behavior and six types of errors. It was developed in 1986 (and revised in both 2000 and 2003) by a committee of educators and is intended to evaluate certain aspects of your child’s reading level.
What is covered in the assessment?
Tasks measured by the DRA test are divided into several skill sets. Rhyming, alliteration, segmentation, and phonemic awareness are tested in the phonemic awareness section. Letter naming, word-list reading, spelling, decoding, analogies, structural analysis, and syllabication are tested in the alphabetic principle/phonics portions. Oral reading fluency or words per minute for contextual reading are tested under fluency. Vocabulary, comprehension, and reading engagement skills are also measured in the test.
After the test is evaluated and scored, your child is assigned a numeric (or alphanumeric for very early readers) DRA level A1 through 80. Children with stronger reading abilities yield higher numbers. Teachers are easily able to give children books they can read by choosing a text with the corresponding DRA level.
what does each level mean? Understanding the scores
kindergarten | range 1 -3
This is the most basic level and refers to students with only a rudimentary reading ability. Students at this level understand fundamental concepts such as left-to-right progression and word identification but will require extensive support when reading new texts. Though students will know the sounds and names of most letters, they may need to use picture or oral language clues to understand important ideas in the text.
first grade | range 3 -16
This level is for students who have developed enough skills to read independently. These students are capable of selecting their own reading materials and are able to self-correct any mistakes during the reading process. Students are able to read text silently and possess the focus and concentration to begin reading longer passages. At this level, students also begin to pick up on expression and punctuation and draw connections from a story to their own lives and experiences.
second grade | range 18 -28
This level is reserved for students with exceptional reading comprehension skills. These students are able to select their own reading materials, including those that require background knowledge in order to be fully understood. These students can read longer texts and are able to take breaks and continue in multiple sessions without losing focus or track of the story. Students at this level also begin to draw connections between the story they are reading and other texts they may have encountered.
third grade | range 30-38
This level is reserved for students with exceptional reading comprehension skills. These students are able to select their own reading materials, including those that require background knowledge in order to be fully understood. These students can read longer texts and are able to take breaks and continue in multiple sessions without losing focus or track of the story. Students at this level also begin to draw connections between the story they are reading and other texts they may have encountered.
fourth grade | range 40
Students at this level are expected to comprehend multisyllabic words using a combination of morphology, orthography, and word relationships. These students should also be able to fluently read persuasive and informational texts.
fifth grade | range 50
By the end of elementary school, students should not only be able to read literary, informational, and persuasive texts with ease, but they should also be able to use a variety of reading strategies to analyze these passages and compare them to other texts.
sixth grade | range 60
At the start of middle school, students will need the ability understand the structure of a text and how it can be used to gather information. When encountering unknown words, students are able to use context and word design to determine the meaning.
seventh grade | range 70
Once students reach seventh grade, they have surpassed the simple ability to read and understand texts and have begun to acquire the ability to look for literary concepts such as tone, purpose, and meaning. Students at this level can use literary components to analyze texts.
eighth grade | range 80
The most advanced level features a combination of new skills and previously-acquired talents. When analyzing text, students can use old skills such as word choice along with new skills such as context and grammar to understand and evaluate a given passage. Students at this grade level have the ability to monitor and self-assess.
seventh grade | range 70
Once students reach seventh grade, they have surpassed the simple ability to read and understand texts and have begun to acquire the ability to look for literary concepts such as tone, purpose, and meaning. Students at this level can use literary components to analyze texts.
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