Concurrent Validity of the Test of Silent Word Reading Fluency

Abstract

Relationships between the Test of Silent Word Reading Fluency (TOSWRF; Mather, Hammill, Allen, & Roberts, 2004), a recently developed measure of fluency, and other operationalizations of reading, including subtests from the Comprehensive Test of Basic Skills (CTBS; 1996), and the Woodcock-Johnson- III Tests of Achievement, (WJ-III; Woodcock, McGrew, & Mather, 2001), were determined by assessing the performance of 98 elementary students at risk for or identified with reading problems. Results yielded significant positive relationships between TOSWRF and CTBS Spelling (p < .01) and between TOSWRF and CTBS Reading and Language Composite scores (p < .05), when corrected for restriction in range. Relationships between TOSWRF and WJ-III subtests were also significant, whether corrected or uncorrected (e.g., Letter-Word Identification, Reading Fluency, Passage Comprehension, Spelling, and Broad Reading Cluster, p < .01). The TOSWRF has encouraging psychometric properties with potential for use in busy classrooms because of its efficiency (i.e., 3-minute administration), and versatility (i.e., individual or group administration options).