NWEA® MAP® Growth™
Reading
Overview
NWEA MAP Growth Reading is available for grades K through 12 and is based on common-core reading standards. There are three different levels to choose from: K-2, 2-5, and 6+.
Students can take NWEA MAP Growth Reading at any time during the school year, up to three times total per school year. You should choose the level that your students current grade falls within; for example, a 3rd grader will take the Reading 2-5 assessment.
Reading Fact Sheets
Please view the FACT SHEET for each level for more information on the reading topics that each level covers.
K-2
Designed for Kindergarten through 2nd grade students.
The NWEA MAP test for grades K–2 is designed for those who are not yet independent readers.
This test includes audio-support that allows pre-readers to test independently.
2-5
Designed for 2nd through 5th grade students.
The NWEA MAP test for grades 2–5 is designed for students that are reading independently.
Text-to-speech accommodation is available for students that need it.
6+
Designed for 6th through 12th grade students.
Text-to-speech accommodation is available for students that need it.
Reading Resources
Frequently Asked Questions
Are you concerned about your students oral reading fluency, literal comprehension, and foundational reading skills? MAP Reading Fluency is a supplemental adaptive assessment for students in PreK through 5th grade.
Read more about MAP Reading Fluency here.
A 2nd grade pre-reader will take the K-2 level test. With its shorter reading passages and fun graphics, the K-2 level is developed for younger learners. The K-2 level has audio-support automatically included on most but not all test items. This is by design to evaluate your students reading ability.
A 2nd grade reader will take the 2-5 level test. The 2-5 level has longer passages and fewer images and graphics. Audio-support is not automatically included, but text-to-speech can be enabled for any student that requests it. Specifically for the reading test it is important to keep in mind that if text-to-speech is enabled it is measuring reading comprehension more heavily than reading ability.