About the measure
Subject
Literacy
Diagnostic Test of Word Reading Processes
Assessment screening
Subscalesⓘ
Lexical-semantic processes, phonological recoding processes, read by either processes.
Publisher
GL Assessment
Test source
https://www.gl-assessment.co.uk/sellingline/DTWRP?productNodeId=2237
Guidelines available?ⓘ
Yes
Norm-referenced scores
Yes
Age rangeⓘ
6 – 12 years
Key Stage
Key Stage 1, Key Stage 2, Key Stage 3
UK standardisation sample
Yes
Publication date
2012
Re-norming date
N/a
Eligibility
Validity measures available?
Yes
Reliability measures available?
Yes
note whether shortlisted, and reasons why not if relevant
Shortlisted
Administration format
Additional information about what the test measures
Regular and irregular word reading, pseudoword reading.
Are additional versions available?
No
Can subtests be administered in isolation?
Yes — stanine scores are available for individual subtests.
Administration Group Size
Individual
Administration duration
10 – 15 minutes
Description of materials needed to administer test
Reading cards, teacher’s guide and record form.
Any special testing conditions?
It states that the subtests should always be given in the same order.
Response format
Response mode
Oral
What device is required?
N/a
Question format
Open ended
Progress through questions
Flat
Assessor requirements
Is any prior knowledge/training/profession accreditation required for administration?
No
Is administration scripted?
Some practice is needed for scoring the nonword reading task. However, no specific training is needed. The task could be administered and responses recorded for scoring offline for less experienced scorers.
Assessor requirements
Description of materials needed to score test
Teacher’s guide
Types and range of available scores
Raw, age standard scores (10 – 130), percentiles, reading age equivalents (5;00 – 12;00), stanines (1 – 9).
Score transformation for standard score
Age standardised
Age bands used for norming
2 months
Scoring procedures
Simple manual scoring — clerical skills required.
Automatised norming
None
Construct Validity
Rating Construct
Does it reflect the multidimensionality of the subject?
Specific literacy (nonword reading, regular word reading and exception word reading).
Construct validity comments (and reference for source)
Face validity is high as a measure of word reading that aligns to theories of reading development, and to curriculum content for early stages of reading (including the phonics screening check). The teacher’s guide (Forum for Research in Literacy and Language, 2012) reports excellent correlations with other instruments; DTWRP and SWRT r = .89. DTWRP and YARC accuracy r = .82. DWTRP and YARC EWR r = .87. Contrasted group validity is not measured.
Criterion Validity
Rating Criterion
Summarise available comparisons
None available to review.
Reliability
Rating Reliability
Summarise available comparisons
The teacher’s guide (Forum for Research in Literacy and Language, 2012) reports internal consistency within the standardisation sample (a good representative population of 4 to 12 year olds). Cronbach’s alpha is reported as .99 (excellent) for both form A and form B. Scores for subscales range from .97 to .98. Temporal stability and equivalence reliability are not reported.
Is the norm-derived population appropriate and free from bias?
Does the standardisation sample represent the target/general population well?
If any biases are noted in sampling, these will be indicated here.
Sample size is excellent, and was selected using multiphase probability sampling to ensure representativeness.
Sources
Sources
Forum for Research in Literacy and Language. (2012). Diagnostic Test of Word Reading Processes: Teacher’s Guide. London, UK: GL Assessment.