¶ … subtests (e.g. learning areas): Fluency, Rate, Accuracy, Oral Reading Index, Comprehension. Describe the age range: Ages 6 through 23.

State the purpose of the instrument: This test is created to denote the strengths and weaknesses for readers, as well as to diagnose any disabilities and to chart the progress of those who have trouble with reading.

Describe the examiner qualifications: There are no explicit requirements for examiners, other than the ability to read and implement the test's instructions. However, experience in scoring, interpretation and testing administration helps.

List the types of scores (such as standard scores, percentile rank, etc.) that are available: There are raw scores, scaled sores, percentages, and an Oral Reading index score.

List the instrument's technical data regarding validity, reliability and standardization/normative process: There is a standard error of measurement that is at 1.00 for the scaled scores for test takers. Additionally, the normative group of 2,556 correlates to an American population across variables in household incomes, parent's education, geographic locations, race, gender, and ethnicity. In terms of reliability, averages for coefficients for all ages exceeded. 90.The coefficient averages for five subtests (rate, accuracy, Oral Reading Index, comprehension and fluency) ranged from .68 to .77.

6. State the approximate administration time: No more than 45 minutes.

7. Explain this instrument's adaptation or uses for students with special needs (such as limited English proficiency or disabilities): not found in MMY.

8. Describe the strengths of the instrument: The strengths of this instrument include the fact that it presents a fairly detailed...

Its five subtests provide for a fairly detailed degree of student error stratification, which can include various forms of textual reading deviation such as phonemics, self-correction and similarities in meaning.
9. State any weaknesses of the instrument: The principle weakness associated with this test is that it only presents one form of reading material as the basis for its scores. By only including stories and precluding essays or convincing argument forms of writing, the test is limited in the different forms of reading comprehension that young readers will routinely encounter.

10. Additional comments, information, and observations: The test could stand to benefit from additional information about the prosody section, which is decidedly scarce. However, this section does include some basic information.

11. References (provide APA formatted reference based on test review found in the MMY)

Here is a sample of a correct APA reference for a pretend test review in the MMY

Smith. J. & Jones, A. (20xx). Review of the Something Achievement Test. Mental Measurements Yearbook and Tests in Print. Yearbook: #.

Della-Piana, G., Krach, S. K. (2014). Review of Gray Oral Reading Tests -- Fifth Edition. Mental Measurements Yearbook and Tests in Print. Yearbook: 20

Personal Response: After reviewing this test and considering all that you have learned in this review, would you recommend that this test be used to assess the students that it is designed for? State why you believe that this test would or would not be useful in assessing this population.

If this test could be used for the student population you are teaching, or hope…