Purpose: Designed as a "quick estimate to target word recognition levels for children and adults."
Scores: Total score only.
Time: (3-5) minutes.
Authors: Richard L. Slosson and Charles L. Nicholson.
Publisher: Slosson Educational Publications, Inc.
Description: The Slosson Oral Reading Test (SORT) is designed to assess a subjectís "level of oral word recognition, word calling or reading level." This instrument is not a a diagnostic measure nor does it measure all aspects of reading such as word knowledge and comprehension. It is a "quick screening test to determine a studentís reading level."
Scoring: A basal level is attained when a subject can pronounce all 20 words in a group. A ceiling is reached when none of the 20 words in a group can be pronounced correctly. Basic administration and scoring procedures are printed on each test protocol. Raw scores, grade and age equivalents, percentile rank, standard scores, and confidence levels can also be determined and recorded directly on the protocol.
Reliability: Internal consistency and test-retest stability all yield coefficients above .95. The high reliability can be attributed to the SORT containing a large number of items, a good sampling of test items, and test specificity as only oral reading is being measured.
Validity: The SORT has been administered concurrently with several tests of reading recognition and reading comprehension. Passage Comprehension from the Woodcock-Johnson Test of Achievement and Reading Comprehension 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 Test. The sample included 1,331 subjects, ranging from preschool to adults. Although the author suggest that the sample represents the U.S. population, close inspection reveals that large differences exist between sample and census data on geographic location and occupational status. There were also large differences in the number of subjects at different age levels.
Suggested Uses: Although the primary use of the SORT is as a screening instrument, the author also suggests the SORT may be used to assess a studentís progress, determine a studentís grade level in reading, and to determine if a student is in need of further diagnostic assessment.