Comparison of Reading tests

Wilmington University

Nicole Hatcher

Practicum III SEA

	Purpose	Strengths	Weaknesses	Appropriateness
Slosson Intelligence Test	To give a quick screening of an individual’s general intelligence	It can be given to a large age range (4-65) and covers a variety of areas	It does not give an in-depth look at abilities	It may not be an appropriate tool to assess reading level since it is so general
Slosson Oral Reading Test	A quick look at word recognition	It can assess a student’s progress	It does not measure all aspects of reading	Should be used as a screening tool but not a definitive assessment
Basic Reading Inventory	To find a student’s instructional level for reading	Offers a variety of methods to insure accuracy	Can be time consuming	Gives a more detailed area of instruction to focus on
Wepman’s Auditory Discrimination Test	To test a child’s ability to discriminate small differences between phonemes	It hones in on a specific issue that a child may be having	It is intended for children ages 4-8, leaving a large population out of the testing range	A screening tool used to narrow down the possible reading issues a child is having
Test of Visual Perceptual Skills	Tests a student’s ability to decipher the black and white lines that make up text	Can determine if a student’s reading issue comes from a visual perceptual issue	Can be quite lengthy at 25 minutes	Would probably be used after ruling out other issues

            There are many different factors that go into a person’s ability to read. With each type of assessment the person giving the assessment has to decide if it is the right one for that particular student and their situation. Each assessment has their strengths and weaknesses for any given type of situation.

            Intelligence tests seem to be on the down side of popularity. The Slosson Intelligence Test does not give an in-depth look at a student’s abilities and the outcome can change drastically depending on a student’s mood and motivation for that day. When it is compared to the Basic Reading Inventory it seems a bit more stressful on the student as well. The Basic Reading Inventory is set up so that students are not pushed passed their frustration point. It is clearly written in the directions that once a student reaches their frustration level the test should be ended. The whole point of the BRI is to learn the student’s instructional level while the SIT could possibly be damaging to a student’s confidence.

            Wepman’s Auditory Discrimination Test seems to be a bit of a more intense screening than the Slosson Oral Reading Test. The SORT looks at a child’s general ability to recognize words while the WADT looks at the student’s ability to decipher small differences. SORT would be used to decipher if a child is having a problem in general while it seems like the WADT would be used to rule out a specific problem of deciphering phonemes.

            The Test of Visual Perceptual Skills is the most specific test on the list. It also seems like it is a conclusive test as in one that is given after one of the screening tests is given. Just as there are many factors that go into reading there are many factors that need to be tested when there is an issue with reading. By having so many tests ready and available schools can over their students the best chance at developing a plan to combat whichever issue the student is having.

Works Cited

Academic Therapy Publications. (2013). Retrieved from             http://www.academictherapy.com/detailATP.tpl?eqskudatarq=8409-5

Center For Psychological Studies. (2014). Slosson Intelligence Test. Retrieved from             http://www.cps.nova.edu/~cpphelp/SIT.html

---.(2014). Slosson Oral Reading Test. Retrieved from http://cps.nova.edu/~cpphelp/SORT.html

Encyclopedia of Children’s Health. (2014). Auditory Discrimination Test. Retrieved from    http://www.healthofchildren.com/A/Auditory-Discrimination-Test.html

Johns, Jerry L. (2012). Basic Reading Inventory. Dubuque: Kendall Hunt Publishing Company.