Reading Fluency Test [RFT-110]

Description

The Reading Fluency Test (RFT-110) is an assessment tool designed to evaluate reading speed, accuracy, and automaticity in primary school students. It includes a list of 75 real words and a second list of 35 pseudowords, arranged in columns of progressively increasing difficulty. The real words were selected to reflect relatively familiar and frequently encountered vocabulary, whereas the pseudowords are intended to assess phonological decoding independently of previously acquired lexical knowledge. Each list is administered under a 45-second time limit.

Purpose

The primary purpose of the test is to assess two important dimensions of reading ability: automatic recognition of familiar and high-frequency words and decoding of unfamiliar letter strings, represented by pseudowords. In this way, the test may contribute to the identification of students who experience reduced reading speed, decoding difficulties, or limited automaticity in the reading process.

Administration and Scoring

Students are asked to read as many items as possible from each list within the specified time period. Scoring is based on the number of words or pseudowords read correctly within 45 seconds. Separate scores are obtained for real-word reading and pseudoword reading, allowing a differentiated assessment of reading fluency and decoding ability.

Validity

The available evidence supports the construct validity of the test. Correlations with the word-recognition subscale of the TORP and other measures of reading performance range from 0.23 to 0.55, indicating moderate associations with related dimensions of reading ability while also suggesting differentiation among distinct aspects of reading proficiency.

Reliability

The test demonstrates high levels of internal consistency. Reported reliability coefficients are 0.97 for Word List A, 0.87 for Word List B, and 0.79 for the Pseudoword List. In addition, the consistency between the two alternative word lists, A and B, is reported as 0.98, supporting the high reliability of the instrument.

Data Analysis and Use

Results may be used to describe a student’s level of reading fluency, compare performance with classroom averages, and identify cases in which further assessment of possible learning difficulties may be warranted. The separate word and pseudoword scores may also support the planning of targeted educational interventions, particularly when marked differences are observed between familiar-word recognition and decoding performance.

For contemporary educational use, the results are best interpreted as part of a broader assessment process rather than as a stand-alone diagnostic indicator. They may be considered alongside additional measures of reading, language development, academic performance, and systematic educational observation.

References

Mouzaki, A., & Sideridis, G. (in press). Reading disability profiles among Greek students of middle elementary grades. Hellenic Journal of Psychology.