Test identification

Name of test Diagnostic Test of Word Reading Processes
Version n/a
Previous version(s) n/a
Subjects Literacy
Summary A standardised reading test that assesses regular words, exception words and non-words, thus providing diagnostic information to guide intervention.

Assessment screening

Subscales Lexical-semantic processes, phonological recoding processes, read by either processes
Additional References n/a
Authors Forum for Research in Literacy and Language
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(s) applicable to KS1, KS2, KS3
UK standardisation sample Yes
Publication date 2012
Re-norming date n/a


Validity measures available? Yes
Reliability measures available? Yes
Reason for exclusion from shortlist shortlisted

Evaluation and Appraisal

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
Queston format. open ended
Progress through questions flat

Assessor requirements

Is any prior knowledge/training/profession accreditation required for administration? no
Is administration scripted? Yes


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

Does it adequately measure literacy, mathematics or science?
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 are excellent; 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

Does test performance adequately correlate with later, current or past performance?
Summarise available comparisons n/a


Is test performance reliable?
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?

Is population appropriate and free from bias? Yes
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 Forum for Research in Literacy and Language. (2012). Diagnostic Test of Word Reading Processes: Teacher’s Guide. London, UK: GL Assessment.