1. Test of Silent Word Reading Fluency Second Edition
Presented by:
Tanisha Baker
Maria Barta
Dr. Dianne Reed
Houston Baptist University

2. Test of Silent Word Reading Fluency
Is a theoretically sound, research-based method of assessing the silent reading ability of school-age students in a quick, accurate and cost-efficient way.

3. Description of the Test
Has 7 components: manual, the administration & scoring instructions, the Supplemental Scoring Practice Booklet, 4 equivalent forms (A, B, C, D)
Test provides raw scores, age & grade equivalents, index scores, percentile ranks
Can be used by classroom teachers, special education teachers, reading specialists,
school psychologist, speech pathologists
or any other professionals
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4. Description of the Test
Students are presented with 220 unrelated printed words ordered from preprimer to adult level with no spaces between the words (eg. dimhowfigblue)
Students are given 3 minutes to draw a line between the boundaries of as many words as possible (eg. Dim/ how/ fig/ blue)
Most uses require only the administration of a single form- occasionally, you will want to administer two of the alternate forms concurrently (when qualifying a student for special instruction) because this procedure will
increase the reliability of the results
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5. Purpose Measures a student’s ability to recognize printed
words accurately and
efficiently
Measures a student’s current
reading skill level by
identifying the number of
printed words they can
recognize in a 3 minute
time period.

6. Aspects of Reading Measured by the Test
TOSWRF-2 primarily a measure of word identification, word comprehension & reading speed (also known as silent reading fluency)
Because test scores reflect competence in so many
aspects of reading, its results can also be
taken as a valid estimate of general
reading ability and can be used to
identify poor readers with confidence
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7. Aspects of Reading Measured by the Test
The ability to recognize words quickly is called fluency and described by Ehri (1998, 2000) as being essential to efficient reading.
Whether presented orally (as in oral reading) or
silently (as in silent reading), the ability to recognize printed words quickly is influenced considerably by the extent of a student’s vocabulary knowledge
Speed in recognizing words promotes both
fluency & comprehension. Slow word
recognition is a common
characteristics of poor readers
(Stein, 2001).
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8. Uses of the Test
Identification- Early identification of those who are at-risk is the key to preventing reading failure
Universal Screening- Efficient & cost effective universal screening measure since the test can be easily administered to individuals, small groups of students or entire classes in less than 6 minutes and scored quickly
Comprehensive Diagnostic Assessment- Once
identified, a more comprehensive assessment
can help determine the causes of reading difficulties,
the specific reading skills that need remediation,
and the types of intervention required

9. Uses of the Test
Progress Monitoring- suggested by the National Reading Panel, that frequent monitoring of growth in essential reading skills is an important part of any effective reading program
Research on the Nature of Reading- Can be used
to measure context-free word level reading
ability in research studies, to document growth
in reading intervention research, or to select
students for participation in research studies.
Caveat- Some persons may not be interested in measuring
fluency at the word level, but may prefer instead to
measure reading at the contextual level (i.e. A more
traditional measure of reading comprehension).
Professionals particularly interested in reading
comprehension will find the Test of Silent
Contextual Reading Fluency-2nd edition to be useful.

10. Students Tested Charles Baker Male 13 year old 8th Grade
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13. ASSESSMENT SUMMARY
Demographic Data
Client’s Name: Paul
Examiner’s Name: Maria Elena Barta
Grade: 12th grade
Date of Birth: 06/12/98
Age: 17 years 3 months
Gender: male
Date of Report: 11/24/15

14. Test Behaviors:
Paul, who is 17 years old and attending 12th grade at Lamar High School, was calm and willing to participate. He was concentrated while doing the Silent Word Reading Fluency test and he finished it on time. He understood the test process and was able to do it correctly. He mentioned that the test was easy for him.

15. Test Results
Paul’s Form A raw score is 137 which yields an age equivalent of 15-3, which means that his performance is consistent with that of students in the test’s normative sample who were age 15 years 3 months. Marshall’s grade equivalent of 11.5 indicates that his performance is similar to that of students in the normative sample who were in the third month of the eleventh grade.
Raw Score
Age Equivalent
Grade Equivalent
Percentile Rank
Index Score
137
15-3
11.5 32 93

16. References:
Nancy Mather, Donald D. Hammill, Elizabeth A. Allen, and Rhia Roberts (2014). Test of Silent Word Reading Fluency, Second Edtion.
Product Categories:. (n.d.). Retrieved December 1, 2015, from

17. References
Ehri, L. C. (1998). Grapheme-phoneme knowledge is essential for learning to
read words in English. In J. L. Metsala & L.C. Ehri (Eds.). Word recognition
in beginning literacy (pp. 3-40). Mahwah, NJ: Erlbaum.
Ehri, L.C. (2000). Learning to read and learning to spell: Two sides of a coin.
Topics in Language Disorders, 20(3),
Stein, J. (2001). The neurobiology of reading difficulties.
In M. Wolf (Ed.), Dyslexia, efficiency, and the brain (pp ). Austin,
TX: PRO-ED
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