Brief Description

The Test of Reading Performance (TORP-13) was developed to assess the reading ability of elementary school students. It consists of 13 tasks designed based on factor analysis principles and is organized into six main components: (1) word recognition, (2) pseudoword recognition, (3) comprehension, (4) speed, (5) morphology, and (6) syntax. The test is intended for elementary school students with the goal of early detection and understanding of their reading difficulties.

Purpose

The primary goal of TORP-13 is to provide accurate and reliable assessment of students’ reading proficiency, facilitating early diagnosis of reading difficulties and the design of appropriate educational interventions. The test has been specifically tailored to meet the unique educational needs of the Greek school context.

Scoring Method

Each component is assessed using two to four exercises, and the results are converted into percentages. The average of these percentages determines each student’s performance in each factor, as well as their overall performance. The test can be administered multiple times per year to monitor a student’s reading progress over time.

Validity

The validity of TORP-13 was established through Confirmatory Factor Analysis (CFA) on both pilot and testing samples. The fit indices showed excellent values (CFI ranging from 0.933 to 0.991 and RMSEA from 0.029 to 0.061), confirming the six-factor structure. The test is capable of accurately distinguishing students with high performance, moderate difficulties, and serious reading problems.

Reliability

The reliability of TORP-13 was assessed through inter-rater agreement and internal consistency measures. The Cronbach’s alpha coefficient was high in both samples used (0.83 in the pilot and 0.87 in the testing sample), confirming that the test yields consistent and reliable results.

Data Analysis and Use

Data analysis was based on Confirmatory Factor Analysis and Discriminant Analysis to evaluate the structure and diagnostic capability of TORP-13. The test accurately assesses students’ reading performance, allowing them to be categorized into three levels: high performance, moderate difficulties, and severe reading difficulties. The data can be used to individualize instruction and implement targeted interventions.

References

Padeliadu, S., & Sideridis, G. D. (2000). Discriminant validation of the Test of Reading Performance (TORP) for identifying children at risk of reading difficulties. European Journal of Psychological Assessment, 16, 139–146.
Sideridis, G. D., & Padeliadu, S. (2000). An examination of the psychometric properties of the Test of Reading Performance using structural equation modeling. Psychological Reports, 86, 789–802.