aimswebPlus Reading

The aimswebPlus is the newest version of aimsweb assessments for students in grades PreK-12. Each of the standards-aligned reading test's subtests can be administered in under four minutes. The assessment can be used for progress monitoring and as a universal screening tool for dyslexia and behavior. aimswebPlus is available in both English and Spanish.

Content

Topics
Fluency,
Phonemic Awareness,
Phonics,
Vocabulary
Grades
Kindergarten,
1st Grade,
2nd Grade,
3rd Grade,
4th Grade,
5th Grade,
6th Grade,
7th Grade,
8th Grade,
9th Grade,
10th Grade,
11th Grade,
12th Grade
Languages
English,
Spanish
Respondent
Student,
Observer

Administration Information

Length
Print Concepts: 2-3 minutes. Letter Naming Fluency: 1 minute. Initial Sounds: 2-3 minutes. Auditory Vocabulary: 2-4 minutes. Letter Word Sounds Fluency: 1 minute. Phoneme Segmentation: 2-3 minutes. Word Reading Fluency: 1 minute. Oral Reading Fluency: 1 m
Price

$6.50 per student subscription

Training
Onsite training, Online training, and Self-paced pre-recorded webinars and PDFs available
Qualifications
Not specified
Group/Individual
Group,
Individual
Administration
Paper,
Computer

Access and Use

Contact

800-627-7271

Open Access
No
Peer-Reviewed Study Citations

Ardoin, S. P., & Christ, T. J. (2009). Curriculum-based measurement of oral reading: Standard errors associated with progress monitoring outcomes from DIBELS, AIMSweb, and an experimental passage set. School Psychology Review, 38, 266-283.

Barber, M., Cartledge, G., Council, M., Konrad, M., Gardner, R., & Telesman, A. O. (2018). The Effects of Computer-Assisted Culturally Relevant Repeated Readings on English Learners’ Fluency and Comprehension. Learning Disabilities: A Contemporary Journal, 16(2), 205–229.

Bennett, J. G., Gardner, R., Cartledge, G., Ramnath, R., & Council, M. R. (2017). Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention. Education and Treatment of Children, 40(2), 145–186.

Deeney, T. A., & Shim, M. K. (2016). Teachers’ and Students’ Views of Reading Fluency: Issues of Consequential Validity in Adopting One-Minute Reading Fluency Assessments. Assessment for Effective Intervention, 41(2), 109–126. https://doi.org/10.1177/1534508415619905

Fearrington, J. Y., Parker, P. D., Kidder-Ashley, P., Gagnon, S. G., McCane-Bowling, S., & Sorrell, C. A. (2014). Gender Differences in Written Expression Curriculum-Based Measurement in Third- through Eighth-Grade Students. Psychology in the Schools, 51(1), 85–96. https://doi.org/10.1002/pits.21733

Schreder, S. J., Hupp, S. D. A., Everett, G. E., & Krohn, E. (2012). Targeting Reading Fluency through Brief Experimental Analysis and Parental Intervention over the Summer. Journal of Applied School Psychology, 28(2), 200–220. https://doi.org/10.1080/15377903.2012.670047

Still, K. L., & Flynt, C. A. (2012). Does Repeated Reading Improve Reading Fluency and Comprehension for Struggling Adolescent Readers? Journal of the American Academy of Special Education Professionals. Retrieved from https://eric.ed.gov/?q=aimsweb&pr=on&pg=2&id=EJ1135781

Ogg, J., Volpe, R., & Rogers, M. (2016). Understanding the Relationship between Inattention and Early Literacy Trajectories in Kindergarten. School Psychology Quarterly, 31(4), 565–582. https://doi.org/10.1037/spq0000130

Psychometrics

Scoring
Computer scoring,
Manual scoring
Referencing
Criterion-referenced,
Norm-referenced
Psychometric Citations

Pearson, Inc. (2017). aimswebPlus Technical Manual. Retrieved from https://cdn2.hubspot.net/hubfs/559254/AimswebPlus/Docs/aimswebPlus%20Te…

Kirkham, S., & Lampley, J. H. (2014). Predicting Performance on the Tennessee Comprehensive Assessment for Third Grade Reading Students Using Reading Curriculum Based Measures. SRATE Journal, 24(1), 38–46.