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Test of Irregular Word Reading Efficiency: TIWRE.

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Presentation on theme: "Test of Irregular Word Reading Efficiency: TIWRE."— Presentation transcript:

1 Test of Irregular Word Reading Efficiency: TIWRE

2 What is the TIWRE? The TIWRE is designed to be an efficient, effective, and repeatable assessment of reading skill through the use of phonetically irregular words (i.e., words that do not conform to the rules of phonics as commonly taught in the United States).

3 What is the TIWRE? It consists of three forms of 50 items each, all equated carefully based on a common standardization sample. Examinees read each phonetically irregular word aloud. Testing time is approximately two minutes for each form. The use of phonetically irregular words has the advantage of rapid assessment while ensuring that words read correctly are part of the reader’s actual reading vocabulary.

4 The ability to read phonetically irregular words, versus word decoding, is more closely aligned with reading comprehension skills since the reader must “know” the word in order to read it aloud correctly—when encountering a phonetically irregular word, the reader cannot decipher the word via the application of the rules of phonics because the correct application of these rules will lead invariably to an incorrect response.

5 Other Characteristics of the TIWRE Clear, easy, and rapid administration time of about two minutes per form but with high levels of reliability; A large nationally drawn U.S. stratified sample with normative data for ages 3 years through 94 years, consisting of 2,438 children and adults; Three equated forms based on a common normative sample for frequent repeated testing, and use of the same normative table for all three forms; A wide range of available scores scaled to the familiar metric commonly used with measures of aptitude and achievement (i.e., age-corrected deviation scaled scores with a mean of 100 and a standard deviation of 15), along with supplementary scores commonly used in educational reporting and research;

6 Characteristics of the TIWRE Precalculated score ranges for determining statistically significant levels of change in reading performance from one assessment period to another; Visual profiles of repeated administrations for easy and rapid identification of trends in reading performance; Assessment of a key reading variable that is highly correlated with reading comprehension but is more practical and efficacious than lengthy assessments; Assessment of a key reading variable that is robust to central nervous system insults and even the dementing process with the exception of the last and most serious stages of the disease.

7 Types of Scores Provided REI: Reading Efficiency Index (Mean=100, SD=15) Percentile Ranks z-scores NCEs (Normal Curve Equivalents) Grade Equivalents All standard scores were derived using the method of continuous norming.

8 Applications of the TIWRE Assessment of Current Reading Level Measuring Response to Intervention in ReadingMeasuring Response to Intervention in Reading Assessment of Reading Levels for Completing Self-reports or QuestionnairesAssessment of Reading Levels for Completing Self-reports or Questionnaires Rapid, Individual Screening for Reading DifficultiesRapid, Individual Screening for Reading Difficulties Estimation of premorbid intellectual levels.

9 For purposes of RTI…….. The question of change relative to the appropriate age-mate peer group seems to be the most appropriate question to address in nearly all instances. We need to know if a child is making progress or keeping pace relative to peers, not just relative to himself.

10 Evaluating Change The significance of any changes in reading performance on the TIWRE is easily determined by using precalculated retest score ranges. The norms tables in Appendix A of this Professional Manual provide score ranges that indicate whether reliable and statistically significant change has occurred at either the p <.15 or p <.05 levels. Quite simply, if the examinee’s retest score falls within the range provided, there is no reliable change. On the other hand, a retest score falling outside of the range is evidence of reliable change.

11 Standardization Sample A large nationally drawn U.S. stratified sample with normative data for ages 3 years through 94 years, consisting of 2,438 children and adults; Matched to the US Bureau of the Census demographics of the USA on region of residence, educational level (parent if under age 18), sex, ethnicity, urban/rural residence, and stratified across ae.


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