Reading Intervention

High Noon Books: Hundreds of phonics-Based, hi-lo, and Lexiled reading materials
for at-risk, ESL, and struggling readers.

 

Professional Development

Arena Press: Teaching Reading Sourcebook,
Assessing Reading: Multiple Measures,and Word ID: Assessment Across
the Content Areas


Young Children's Achievement Test-2nd Edition (YCAT-2)

Authors: Wayne P. Hresko, PhD / Pamela K. Peak, PhD / Shelley R. Herron, PhD / Deanna L. Bridges

  • At-risk Identification
  • 4-0 through 7-11
  • Individual Administration
  • Norm-Referenced
  • Qualification Level B

The Young Children’s Achievement Test–Second Edition (YCAT-2) is designed to identify young children at risk for school failure. It yields an overall Early Achievement score and individual subtest scores for General Information, Mathematics, Reading, Writing, and Spoken Language. The subtests can be administered independently of each other. All can be transformed to standard scores, percentiles, and age equivalents.

The YCAT-2 was normed on a representative sample of 846 children representing 25 states and 226 different zip codes. Reliability was studied using coefficient alpha, test–retest, and interscorer procedures. The average coefficient alpha for the full normative sample ranges from .85 to .95 for the subtests and is .97 for the overall composite.

Extensive validity evidence of the YCAT-2 is provided for content-description validity, criterion-prediction validity, and construct-identification validity. Content-description validity was established through careful selection of items, curricula review, conventional item analysis, as well as an analyses of test floors, ceiling, and item gradients, as well as differential item functioning to limit bias. Criterion prediction-validity was established by (a) correlating YCAT-2 scores with the Woodcock-Johnson III Tests of Achievement (WJ III; Woodcock, McGrew, & Mather, 2001) and Test of Language Development: Primary–Fifth Edition (TOLD: P-5; Newcomer & Hammill, in development); (b) comparing means and standard deviations between the YCAT-2 and criterion tests; and (c) computing sensitivity, specificity, and ROC/AUC statistics. Construct-identification validity was established by studying (a) the relationship of the YCAT-2 to age, reading, language, and intelligence; (b) the ability of the YCAT-2 to differentiate between groups of students known to exhibit below-average academic achievement; and (c) the factorial fit of the subtests to the construct in the test model (i.e., academic achievement).

New Edition




 


Item

Item No.

Description

Price

QTY

 

DDD-2667

Test Kit: Examiner's Manual, 25 Examiner Record Booklets Form A, 25 Examiner Record Booklets Form B, 25 Student Response Form A, 25 Student Response Form B


$392.00

Components (Sold Separately)

Item No.

Description

Price

QTY

 

DDD-2670

25 Student Response Form A

$39.00

DDD-2671

25 Student Response Form B

$39.00

DDD-2668

25 Examiner Record Booklets Form A

$67.00

DDD-2669

25 Examiner Record Booklets Form B

$67.00

See Also... (Sold Separately)

 

Item No. / Product Title

 
 

see_also1
DDD-1710

Number Sense Screener (NSS)

 

see_also1
8972-8

Kindergarten Essential Skills Assessment (KESA)

 

see_also1
DDD-1146

Test of Preschool Early Literacy (TOPEL)

 
 

see_also1
DDD-1176

Developmental Tasks for Kindergarten Readiness (DTKR-2)

 

see_also1
DDD-804

Kaufman Survey of Early Academic and Language Skills (K-SEALS)

 

see_also1
DDD-1555

Early Reading Assessment (ERA)

 



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