Gray oral reading test free download






















Any one of the individual subtests is a good predictor of reading comprehension. The TORC-4 is used to 1 identify children and adolescents who score significantly below their peers and who therefore might need help in improving their reading proficiency and comprehension; 2 to document student progress; 3 to serve as a research tool in studies investigating reading problems in children and adolescents.

First, the student reads 3 words that are related to each other in some way. Then the student silently reads a list of 5 words and chooses 2 words related to the original 3 words. When the directions are given, and after 2 attempts, the student cannot do the example problem correctly, do not administer the subtest. To get credit, the student must have both answers correct.

The rationale behind this subtest is that vocabulary knowledge is critical to reading comprehension because 1 we read and understand through our knowledge of word meanings 2 vocabulary is embedded in specific topics, and knowledge of topics aids comprehension 3 vocabulary, reading, and general intellectual ability are correlated; more cognitively able individuals can deal with more cognitively demanding tasks. The student silently reads a sentence that is missing 2 words.

Then the student silently reads word pairs and chooses the word pair that best completes the sentence. Good readers know which words do and do not make sense as they read. They are often able to predict from context the word or words that will make sense. At the sentence level, readers should be able to identify which words will complete a sentence so that it is semantically and syntactically complete and meaningful.

After silently reading a list of sentences that are not in logical order, the student rearranges the sentences to make the most sense.

The first 4 items are administered regardless of performance. Reading comprehension requires that individuals understand how ideas in sentences relate to each other and how syntactic cues help determine such relationships.

By ordering sentences into a sensibly constructed paragraph, readers demonstrate their ability to create a coherent cognitive framework without a model or a title.

Students silently read a short passage and then answer 5 multiple choice questions related to the passage. If the student is incorrect on any example items, give the correct answer and explain why. This subtest format is traditional in assessing reading comprehension. This test has students answer based on the text-only; they do not need prior knowledge. The students are told first to read the questions and then read enough of the passage to answer the questions.

Reading the questions first is an excellent test-taking strategy that good readers use. In real-life situations, we read just enough to get information; individuals rarely read all of the material. The question types are as follows:. Measures the speed at which students can recognize the individual words in a series of passages that become progressively more difficult in their content, vocabulary, and grammar.

The passages are printed in upper case letters without punctuation or spaces between words. Students identify words by drawing a line between words for 3 minutes. During the example task, if the student is obviously having difficulty comprehending the task, do not test. If the student understands the task and takes the subtest but skips a row, re-administer the subtest.

Fluency is a major and essential aspect of reading comprehension. The passages used in this subtest come from the Text Comprehension subtest. This is done so the student is likely to have some familiarity with the content of the passages.

This is consistent with the belief that familiarity with context plays a key role in reading. The TOPA 2 assesses all of the pre-reading skills that are early indicators of reading success. The test is comprehensive and includes a wide variety of tasks; performance on each task has been correlated with success in early reading and spelling. In addition, the straightforward, developmental format lets one easily tease out specific skills and plan effective interventions.

Test Procedures:. Age Range: 6. The purpose of the TWS-4 is to:. No graphics due to copyright laws. Thank you! Email: judithearaujo gmail. Please specify which page s you would like. You may edit pages, but please cite me. Please no donations from Waltham, MA! I made this website for you. Please join me on LinkedIn. Judy Araujo, M. How to Teach Reading by Mrs. Skip to content. If the administrator does not hear an answer, at the end of the page, ask the student to repeat the entire row. If the student does not respond after 5 seconds, have the student move on to the next item.

Discontinue after 4 incorrect answers in a row. The average 4. An average midyear kindergartener will score about By the end of grade 1, students should get all 17 correct.

If a preschooler or kindergartener gets all 17 correct, the administrator can move on to Word Identification. Teach letter forms WITH sounds.

Do phonological awareness activities to foster letter sounds. If the child is in 1st grade and did poorly on Word Identification and Word Attack, he may have an issue with letter-sound knowledge. On First-Sound Matching and Last-Sound Matching, the administrator must point to the stimuli pictures as they are named. On the Rhyme test, answers may be nonsense words.

Discontinue testing when the student has 4 consecutive scores of 0 for Blending and Deletion. An average 4. If the scores differ, it might suggest a deficit in phonological awareness that may inhibit decoding skills. Therefore, these children need explicit instruction in phonological awareness, decoding, and lots of rereading of text.

If Phonological Awareness and Letter Naming scores are similar and both low, these skills can be taught combined. Phonemic Awareness activities can be found here. First, administer the untimed trial in the stimulus book. Kindergarteners who did not get past the untimed trial on Number or Letter Naming or received 4 or more errors can do the Color and Object Naming.

A score of 4 or more errors cannot be calculated. A midyear kindergartner will score about 20 on Number and Letter Naming, and an average midyear second grader will score about Low scores suggest difficulty with acquiring proficiency in decoding and basic sight-word vocabulary.

Poor naming speed may be impeding the development of word identification and decoding skills. Check to see if the Phonological Awareness score is also low as a possible double deficit. Students should get instruction in phonological awareness, decoding, sentence understanding, and fluency rather than naming speed alone. The goal is to increase the speed of letter recognition by focusing on predictable letter patterns, and gradually introducing onset-rimes, consonant blends, digraphs, and affixes.

Children should also get instruction in word identification. The GORT-5 can be used to compare intra-individual reading skills e. Having two equivalent forms enables examiners to conduct pre-and post-intervention testing to measure progress. Conducting research. The GORT-5 is a standardized, norm-referenced test, making it suitable for use in reading research.

The Rate Score is derived from the amount of time in seconds taken by a student to read a story aloud. The Accuracy Score is derived from the number of words the student pronounces correctly when reading the passage. The Comprehension Score is the number of questions about the stories that the student answers correctly. The open-ended format ensures that the items are passage dependent.

Oral Reading Index. Psychometric Information Rate, Accuracy, Fluency, and Comprehension are reported as raw scores, grade and age equivalents, percentile ranks, and scaled scores having a mean of 10 and a standard deviation of 3.

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Each form contains 16 developmentally sequenced reading passages with five comprehension questions each. Privacy and Cookies We use cookies to give you the best experience on our website. Learn more Close this message and continue.



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