DIAGNOSTIC TEST OF WORD READING PROCESSES

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Diagnostic Test of Word Reading Processes When should I use the test? You can use the Diagnostic Test of Word Reading Processes to assess the word reading skills of all the pupils in your class, or you might prefer to use it selectively with pupils whose reading development is causing you concern. The Exception Word Reading/Non-word Reading comparisons reveal three different kinds of profile of reading difficulties: • a Lexical-Semantic profile, indicating relative difficulty in developing lexical-semantic processes • a Phonological profile, indicating a relative difficulty in developing phonological processes • a Mixed profile, indicating difficulty in developing both sets of processes. Procedures for obtaining and interpreting these profiles are described in Chapter 4. Suggestions for what to do once you have obtained and interpreted a profile for an individual pupil are given in Chapter 6. It is important to remember that the Diagnostic Test of Word Reading Processes is focused on the word reading dimension of the Simple View of Reading. It cannot (and is not intended to) identify pupils who are experiencing difficulties with reading comprehension, except in so far as those difficulties may be caused by poor or inefficient word reading skills. Pupils with age appropriate word reading skills who struggle to understand written texts appropriate to their age and interests should be given a prose reading test such as the York Assessment of Reading for Comprehension (YARC, Snowling et al., 2009). 12
Evaluation Pack Examples using words supplied in the Evaluation Pack Example 1 Exception Regular Non-word do √ frog √ froll √ bear √ hill √ mong √ what √ monster x merfar x people √ farmer √ hister x wolf x kitchen √ nostchen x eye √ nostril x hunril x country x hungry √ pringry x wealth x princess x kitcess x rheumatism x bungalow x bungentine x beautiful x turpentine x turpalow x Exception word Regular word Non-word = 5 correct = 5 correct = 2 correct From these raw scores it looks as though this child reads exception words and regular words equally well, and that he/she reads words better than non-words. However, raw scores are misleading and you cannot draw any conclusions from them. You need to convert raw scores to stanine scores using the normative data tables. Using stanine scores, the test is designed to reveal three patterns (‘profiles’) of word reading. This can be done by simply comparing the child’s stanine score for exception words with their stanine score for non-words. Let’s imagine that the child in the example above achieved a stanine score of 3 for exception word reading, and 1 for non-word reading. As you can see, these stanine scores give the child a phonological profile. The child relies mostly in reading on lexical-semantic processes, which can read all words, regular as well as exception, as long as they are already familiar to the child. Unfamiliar words cannot be decoded using phonological recoding processes. Intervention for this child should concentrate on developing his/her phonological recoding processes. 13
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Page 3 and 4: Evaluation Pack Introduction to the
Page 5 and 6: Evaluation Pack NW2 Sample non-word
Page 7 and 8: Evaluation Pack What does the Diagn
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Page 15 and 16: Evaluation Pack Example 3 Exception

DIAGNOSTIC TEST OF WORD READING PROCESSES

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