What is the San Diego Quick Assessment?

The Lexercise Dyslexia Screener^TM combines two separate assessments to pinpoint a child’s ability to read words. One of them is the San Diego Quick Assessment (SDQA) or Grade-Level Reading Assessment; the other is our proprietary Dyslexia Z-Screener^TM. In this post, we will provide a little background on the Grade-Level Reading Assessment or SDQA, discuss how to administer and interpret its results, and answer frequently asked questions about this quick yet insightful tool.

What is the Grade-Level Reading Assessment?

The Grade-Level Reading Assessment (also known as the San Diego Quick Assessment or SDQA) is a foundational test designed to estimate a child’s reading grade level based on the type of words they can read. It consists of lists of 10 words per grade level, ranging from Pre-Primer to 11th grade. Each list evaluates a student’s ability to recognize words out of context, making it a straightforward yet effective way to gauge grade-level word recognition and decoding skills.  While the SDQA is not a comprehensive diagnostic tool, it remains an effective first step in identifying potential reading challenges, such as dyslexia or decoding difficulties.

San Diego Quick Assessment: History and Background

The San Diego Quick Assessment (SDQA) was originally devised by Margaret La Pray and Ramon Ross and published in the Journal of Reading in 1969.  The words, categorized by grade level, were drawn from the glossaries of basic readers and the 1931 Teacher’s Word Book of 20,000 Words by E. L. Thorndike. In their 1969 article, “The Graded Word List: Quick Gauge of Reading Ability,” La Pray and Ross explained:

 “The graded word list has two uses:

1) to determine a reading level;

2) to detect errors in word analysis. One can use the test information to group students for corrective practice or to select appropriate reading materials for those students. The list is remarkably accurate when used for these purposes.”

Over time, that evaluation has proved true. Research has confirmed that the San Diego Quick Assessment provides a fairly accurate estimate of a child’s ability to read grade-level material. In their 2003 book, Assessment for Reading Instruction, Michael C. McKenna and Steven A. Stahl said:  “One of the most popular graded word lists in the public domain is the San Diego Quick Assessment (SDQA).” 

The authors also noted that observing how a child reads individual words from a structured word list can be a useful “shortcut” for estimating the child’s overall proficiency as a reader, but they caution that it is not a substitute for a comprehensive evaluation. In addition, one of the unique and useful features of the San Diego Quick Assessment is that it provides an estimate of how well the child is reading words at each grade level (for example independent, instructional, or frustration level) and thus, it can help guide the selection of material for reading practice. This feature of the SDQA reinforces the understanding that reading ability is on a continuum rather than a binary, “all or none” ability.

How to Administer the San Diego Quick Assessment (SDQA)

Administering the SDQA is simple and requires only the word lists and a way to record responses. Follow these steps:

Prepare Materials:

• Print or display the word lists for the appropriate grade levels (starting 2-3 levels below the child’s current grade).
• Have a scoring sheet ready to record errors or notes on decoding patterns.

Present the Word List:

• Show the child one list at a time, covering unused lists to avoid distractions.
• Ask the child to read each word aloud, allowing no more than 4-5 seconds per word.

Record Errors:

• Mark any words the child misreads or skips.
• If a word is mispronounced, note the specific error (e.g., vowel confusion or missed consonant blends) to guide future instruction.

Stop When Necessary:

• Discontinue testing at the grade level where the child makes three or more errors.

How to Interpret San Diego Quick Assessment Results

The SDQA identifies three reading levels based on the child’s performance, providing valuable insights into their current reading abilities:

• Independent Level (0-1 error): The child can comfortably read and understand material at this level without needing assistance. This level is ideal for fostering confidence and independent practice.
• Instructional Level (2 errors): The child benefits from teacher guidance or additional support to read material at this level. It’s a great starting point for targeted learning activities and skill development.
• Frustration Level (3 or more errors): Material at this level may currently present significant challenges for the child. It’s best to focus on building foundational skills before progressing to this level.

Next Steps Based on Results:

• Independent Level: Use books and materials at this level for enjoyable, confidence-boosting, and independent reading.
• Instructional Level: When using reading materials at this grade level provide support to ensure the student comprehends them.
• Frustration Level: Consider how to strengthen the foundational skills that underpin word reading. When using materials at this grade level provide read-aloud support and interactive conversation to ensure the child comprehends the material.

Observing Patterns and Planning Instruction:

Pay close attention to the student’s errors, such as difficulties pronouncing uncommon letter-sounds or words that have more than one syllable. While the SDQA is not designed as an inventory of phonics concepts or word patterns, the use of such an inventory would be a reasonable next step for a student with difficulty in grade-level reading on the SDQA. (The Lexercise Reading & Spelling Inventory would be a good next step.)

San Diego Quick Assessment: Limitations and Considerations

The SDQA is good for its intended purpose: as a first-step screening procedure for reading grade level. However, it is not a substitute for a comprehensive dyslexia evaluation or reading assessment, which should be done by a qualified professional. Moreover, while the SDQA can raise a “red flag,” and it may hint at what is causing the child’s difficulty, it cannot fully explain what is causing the child’s reading problems. These limitations can leave parents with more questions than answers. 

When it comes to reading difficulty, the first concern is often dyslexia or other word-reading difficulty.   In fact, most struggling readers have significant difficulties with decoding, and research has consistently shown that decoding deficits do not improve without focused intervention. So, if a student scores below their grade level on the SDQA it is important to take action as quickly as possible. 

The Lexercise Dyslexia Screener^TM Solution

With its combination of the extensively researched results of the SDQA with the results of the Dyslexia Z-Screener^TM (a test made up of simple nonsense syllables), The Lexercise Screener is a powerful and tested online tool that allows the parent, teacher, and/or pediatrician to determine if the child needs a comprehensive reading or dyslexia evaluation. It’s a convenient, fast, and free dyslexia test designed to provide more in-depth insights than the SDQA alone.

Click to try the Lexercise Dyslexia Screener now. If you have questions about dyslexia or language-learning disorders, we invite you to schedule a free consultation or contact us here online for more information.