The John's BRI is an individual test that is used on students from Pre-K through 3 and higher. The cognitive elements that are supported in this test are reading comprehension, decoding, phoneme awareness. Letter knowledge, concepts about print, and phonology. There are many skills that are assessed with the BRI only a few being: oral reading accuracy, reading comprehension, reading rate, and phoneme segmentation. The BRI is a collection of criterion referenced tests where no normative data is represented. The scores are reported as raw scores and normative data is not provided for this collection of testing (Johns, 2001).
             The Observation Survey by Clay is also an individual test but is only used on students from K through 3. The cognitive elements that are supported are decoding, letter knowledge, and concepts about print. Oral reading, letter identification, word naming, and dictation are some of the skills that are assessed with the Observational Survey. The raw scores are converted to stanines (for first grade). Norms and reliability measures were established on each subtest separately. The Observational Survey provides the administrator with the information to customize assessment to the individual student (Clay, 2002).
             There are many sections to each of these tests but many of them are very similar. To start both tests decipher the student's independent reading level, instructional reading level, and their frustration reading level. The independent reading level is when a student can read fluently with excellent comprehension. The instructional reading level is when a student can make maximum progress in reading with teacher guidance. Lastly, the frustration reading level is when a student is unable to pronounce many words and/or is unable to comprehend material satisfactorily (Johns, 2001). These two tests are also similar in that they both show the strategies for word identification. The tests eval...