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Slosson Oral Reading TestPurpose:Designed as a "quick estimate to target word re cognition levels for children and adults."Population:Preschool-Adult.

Scores:Tota l score only.Time:(3-5) minutes.Authors:Richard L. Slosson and Charles L. Nichol son.Publisher:Slosson Educational Publications, Inc.Description:The Slosson Oral Reading Test (SORT) is designed to assess a subject's "level of oralword recogn ition, word calling or reading level." This instrument is not a a diagnostic mea sure nor does itmeasure all aspects of reading such as word knowledge and compre hension. It is a "quick screening testto determine a student's reading level."Sc oring:A basal level is attained when a subject can pronounce all 20 words in a g roup. A ceiling isreached when none of the 20 words in a group can be pronounced correctly. Basic administration andscoring procedures are printed on each test protocol. Raw scores, grade and age equivalents, percentilerank, standard scores , and confidence levels can also be determined and recorded directly on the prot ocol.Reliability:Internal consistency and test-retest stability all yield coeffi cients above .95. The highreliability can be attributed to the SORT containing a large number of items, a good sampling of testitems, and test specificity as on ly oral reading is being measured.Validity:The SORT has been administered concur rently with several tests of reading recognition andreading comprehension. Passa ge Comprehension from the Woodcock.Johnson Test of Achievement andReading Compre hension from the Peabody Individual Achievement Test correlate with the SORT .68 and.83, respectively. The SORT is also correlated highly (.87) with the Slosson Intelligence Test.Norms:The SORT was co-normed with the Slosson Intelligence Te st. The sample included 1,331subjects, ranging from preschool to adults. Althoug h the author suggest that the sample represents theU.S. population, close inspec tion reveals that large differences exist between sample and census data ongeogr aphic location and occupational status. There were also large differences in the number of subjectsat different age levels.Suggested Uses:Although the primary u se of the SORT is as a screening instrument, the author alsosuggests the SORT ma y be used to assess a student's progress, determine a student's grade level inre ading, and to determine if a student is in need of further diagnostic assessment . Takes about 3 minutesto give and to score.Keep this test in asafe drawer or fil e.1. Allow the child to read from one sheet while youkeep score on another. At t he start, say the following:I want to see how many of these words you can read.Pl ease begin here and read each world aloud as carefully as you can. (Indicate at w hat list to start.)When you come to a difficult word, do the best you can and if you cant read it, say blank and go on to the next one. 2. Start a child with a. list where you think he/shecan pronounce all 20 words in that list correctly.Note th at each list of words is graded. List P (primer)is for the first few months of f irst grade, List 1 is forthe balance of first grade, List 2 is for second grade, etc. If the starting list is too difficult and the childmakes even one mistake, go back until you reach aneasier list where he/she can pronounce all 20 wordscor rectly.3. After you have found the starting list , go on intomore advanced lists until you find the stopping list ,where he mispronounces or is unable to read all 20words. When you read a point where the words become very difficult, say look quickly down this list and read t he words you think you know .4. When a child reads very slowly and takes morethan 5 seconds on each and every word, move himalong by saying the blank for him/her. Or call outthe number of the word at a rate of about 5 secondseach. Still anothe r plan is to use a small card orSLOSSON ORAL READING TEST (SORT)This Oral Readin g Test is to be given individually and is based on the ability to pronounce word s at differentlevels of difficulty. The words have been taken from standardized school readers and the Reading Levelobtained from testing represents median or s tandardized school achievement. A correlation of .96(variability on a group of 1 08 children from first grade thru high school: Gran Mean = 5.0, SORT Mean = 5.0G ray S.D. = 2.0, SORT S.D. = 2.3) was obtained with the Standardized Oral Reading Paragraphs by William S.Gray, published for purposes of validation is deeply ap preciated.A reliability coefficient of .99 (test-retest interval of one week) sh ows that this Oral Reading Test can be usedat frequent intervals to measure a ch ilds progress in reading, provided no specific coaching with theseparticular word

s has been given. Such periodic testing can be highly motivating. DIRECTIONSpiec e of paper, covering up a word after a 5 secondexposure, forcing him/her on to t he next word. 5. Count as an error each mispronounced oromitted word as well as a word which takes morethan about 5 seconds to pronounce. (If a child has aspeec h defect such as a stutter, disregard the 5second interval and allow as much tim e asnecessary.) Count it an error when a child isuncertain about a word and give s more than onepronunciation, even though one of them may have been correct. Be particularly careful about scoringthe word endings as they must be absolutelycor rect. Keep score by putting a check mark () aftereach error or a plus sign (+) af ter each correct word.Enter the number of correct words at the bottom of each li st as you go along. An analysis of scatter onthe text, as well as an analysis of the types of errorsmade, will indicate areas of weakness.6. To find a childs raw score for reading, count thetotal number of words he/she was able topronounce c orrectly in all lists and add the words below the starting list for which he/she automatically receives credit. To obtain the ReadingLevel, look up the value of this raw score in theTable 1 below. A simple way to determine theReading Level i s to take half the raw score. Forexample, if the raw score were 46, half of this number would be 23 and the Reading Level would be 2.3 or the 3rd month of 2nd gr ade. TABLE 1CHANGING THE RAW SCORE TO READING LEVEL (Reading Grade Level is given in years and months. For example, 5.2 means the 2nd months of 5th grade.)SCORE0-1234-56-78-910-1112-1314-1516-1718-1920-2122-2324-25SCORE26-2728-2930-3132-3334-35 36-3738-3940-4142-4344-4546-4748-4950-51SCORE52-5354-5556-5758-5960-6162-6364-65 66-6768-6970-7172-7374-7576-77SCORE78-7980-8182-8384-8586-8788-8990-9192-9394-95 96-9798-99100-101102-103GRADE0.00.10.20.30.40.50.60.70.80.91.01.11.2GRADE1.31.41 .51.61.71.81.92.02.12.22.32.42.5SCORE104-105106-107108-109110-111112-113114-1151 16-117118-119120-121122-123124-125126-127128-129 SCORE130-131132-133134-135136-1 37138-139140-141142-143144-145146-147148-149150-151152-153154-155SCORE156-157158 -159160-161162-163164-165166-167168-169170-171172-173174-175176-177178-179180-20 0GRADE1.31.41.51.61.71.81.92.02.12.22.32.42.5GRADE1.31.41.51.61.71.81.92.02.12.2 2.32.42.5GRADE1.31.41.51.61.71.81.92.02.12.22.32.42.5GRADE1.31.41.51.61.71.81.92 .02.12.22.32.42.5GRADE1.31.41.51.61.71.81.92.02.12.22.32.42.5 SLOSSON ORAL READING TEST (SORT)List P List 1 List 2 List 3 List 4 List 51. see2 . look 3. mother4. little5. here6. can7. want8. come9. one10. baby11. three12. r un13. jump14. down15. is16. up17. make18. ball19. help20. playwithfriendscameho rserideunderwaswhatbumbliveverypuppydark firstwishbasketfoodroadhillalonggamehid egrassacrossaroundbreakfastfieldlargebettersuddenlyhappenfarmerriverlunchsheepho peforeststarsheavystationsafeagainstsmashrewardeveningstreamemptystonegrovedesir eoceanbenchdamptimidperformdestroydelicioushungerexcuseunderstoodharnesspricefla kessilencedeveloppromptlyseriouscourageforeheaddistantangervacantappearancespeec hlessregionslumberfutureclaimedcommondaintycushiongenerallyextendedcustomtailorh azegraciousdignityterraceapplause junglefragrantinterferemarriageprofitabledefin eobedientambitionpresencemerchantList 6 List 7 List 8 IIS1. installed2. importan ce3. medicine4. rebellion5. infected6. responsible7. liquid8. tremendous9. custo mary10. malicious11. spectacular12. inventory13. yearning14. imaginary15. conseq uently16. excellence17. dungeon18. detained19. abundant20. complimentsadminister tremorenvironmentcounterfeitcrisisindustriousapproximatesocietyarchitecturemalig nantpensivestandardizeexhaustedreminiscenceintricatecontemporaryattentivelycompa ssionatecomplexioncontinuouslyprairiesevidentnucleusantiquetwilightmemorandumwhi msicalproportionalintangibleformulatedarticulatedeprecateremarkablycontrastingir relevancesupplementinducementnonchalantexuberantgrotesquetraverseaffablecompress ibleexcruciatingpandemoniumscrupulousprimordialchastisementsojournpanoramafacsim ileauspiciouscontrabandenvisagefutilityenamoredgustatorydecipherinadequacysimult aneous

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