A Parents Guide to DRA2

Developmental Reading Assessment 2nd Edition

(DRA2)
An individually administered reading assessment given in
grades K-5 to determine reading level
Purposes and uses of DRA:
Administered in the fall, winter (if below level in fall), and
spring
Assesses a students reading progress over time through
oral reading, fluency and comprehension
Informs parents and teachers of a students current
independent reading level
Identifies strengths and areas that need improvement in
students reading skills
Guides teachers in planning small group reading instruction
and interventions targeted to your students individual needs
Expectations in reading performance will reflect grade-level
appropriateness, which means that the DRA will change in
some ways from one grade level to the next. These changes
are reflected below in bold print. Your student may be
reading above or below the grade-level reading
expectations.
DRA expectations for each grade level:
Kindergarten: Reading levels A-3
Student reads the book aloud; teacher records word
accuracy and fluency (expression and phrasing)
Student demonstrates an understanding of one-to-one
pointing and left-to-right reading
Student will re-tell the story orally to the teacher after
reading; teacher records student responses to measure
comprehension
Student advances to the next level only when all
criteria have been met
First Grade: Reading levels 4- 16
Student reads the book aloud; teacher records accuracy
and fluency

 Beginning at level 14 teacher will also measure

fluency: accuracy, phrasing and words per
minute
Student will re-tell the story orally to the teacher after
reading; teacher records student responses to measure
comprehension
Student advances to the next level only when all
criteria have been met

Second Grade: Reading levels 18-28

Student reads a portion of the book aloud; teacher
records fluency: accuracy, phrasing and words per
minute. The student then reads the remainder of the
book silently.
Comprehension levels 18- 24: Student will re-tell the
story orally to the teacher after reading; teacher
records student responses to measure comprehension
Comprehension beginning at level 28: students
independently write a summary of the story with
the support of transitional headings/phrases
provided on a summary sheet within one-hour
timeframe.
Student advances to the next level only when all
criteria have been met, including the writing
expectations
Third Grade: Reading levels 30-38
Student reads a portion of the book aloud; teacher
records fluency: accuracy, phrasing and words per
minute. The student then reads the remainder of the
book silently.
Comprehension: Students independently write a
summary of the story with the support of transitional
headings/phrases provided on a summary sheet within
one-hour timeframe.
Student advances to the next level only when all
criteria have been met, including the writing
expectations

Fourth and Fifth Grade: Reading levels 40, 50 and

above
Student reads a portion of the book aloud; teacher
records fluency: accuracy, phrasing and words per
minute. The student then reads the remainder of the
book silently.
Comprehension: Students independently write a
summary of the story without the support of
transitional headings/phrases within one-hour
timeframe.
Student identifies a comprehension strategy he
or she used to help understand the text and
gives examples in the text where he or she used
the strategy.
Student advances to the next level only when all
criteria have been met, including the writing
expectations