1. B
aReading measures broad reading skills across grade levels, including comprehension, vocabulary, and phonics.

2. B
It is a computer-adaptive test (CAT), adjusting difficulty based on responses.

3. B
Adaptivity ensures item difficulty matches the student’s ability for more precise results.

4. A
aReading is available from Kindergarten through Grade 12.

5. D
Handwriting is not measured by aReading; it measures comprehension, phonics, and vocabulary.

6. B
aReading includes both narrative and informational texts for comprehension.

7. B
Percentile ranks allow comparison with a national sample of students.

8. B
aReading is used for screening and monitoring reading development.

9. B
aReading reports use Rasch scale scores for growth and scaling.

10. A
Reliability evidence includes test-retest reliability for consistent measurement.

11. B
aReading supports MTSS by screening and monitoring across all tiers.

12. B
Predicting performance on external tests reflects criterion-related validity.

13. A
Adaptive tests benefit students with very high or very low reading ability.

14. A
In early grades, phonological awareness and phonics are emphasized.

15. B
aReading typically takes 20–30 minutes to complete.

16. B
aReading uses Item Response Theory (IRT) for calibration and scaling.

17. B
aReading is adaptive, while CBMreading is a one-level oral fluency test.

18. B
Benchmark scores compare proficiency against grade-level expectations.

19. B
Vocabulary items measure word meaning and use in context.

20. B
Intensive intervention range indicates students need targeted, small-group or individualized support.

21. B
Universal screening is recommended three times a year: fall, winter, spring.

22. B
The assessment is based on the Simple View of Reading theory.

23. C
Passages are leveled using item response models, not just length or word count.

24. A
Growth reports track student performance trends over time.

25. B
aReading results best support long-term planning for interventions.

26. B
Percentile ranks compare performance to a national sample, not raw percentages.

27. A
Criterion validity is demonstrated by correlation with state reading tests.

28. A
aReading is computer-adaptive, while earlyReading uses subtests for emergent literacy skills.

29. B
Risk categories help group students for intervention planning.

30. A
aReading comprehension items are typically multiple-choice with distractors.

31. B
CBMreading is paired with aReading for a comprehensive picture of reading skills.

32. B
aReading reports categorize students into Intensive, Strategic, and Benchmark levels.

33. A
Secondary aReading emphasizes comprehension and vocabulary over basic phonics.

34. B
Adaptive branching directs students to harder or easier questions based on responses.

35. A
Immediate, automated scoring and reporting is a key advantage of aReading.

36. B
Progress monitoring with aReading can be conducted monthly or as needed for students in intervention, not daily or weekly for all.

37. C
aReading does not directly assess oral reading fluency, which is instead measured by CBMreading.

38. B
aReading items are multiple-choice with plausible distractors designed to capture common misconceptions.