TPRI Early Reading Assessment

Reading

Cost

Technology, Human Resources, and Accommodations for Special Needs

Service and Support

Purpose and Other Implementation Information

Usage and Reporting

Initial Cost:

No information provided; contact vendor for details.

 

Replacement Cost:

No information provided; contact vendor for details.

 

Included in Cost:

  • TPRI Benchmarking Kit; includes both the Screening Section and the Inventory Section (diagnostic section) of the assessment. Kit also includes the TPRI Teacher’s Guide, Reading Comprehension Story Booklet, Task Cards, and Stopwatch.
  • TPRI Record Sheets Package: Includes 25 Student Record Sheets and 3 Class Record Sheets to record individual and whole-class scores at beginning of year, middle of year and end of year.
  • The TPRI Intervention Activities Guide is sold separately as an optional product to provide additional support for teachers.
  • In addition to the TPRI products published by Brookes Publishing, the TPRI is also available for purchase from two companies (“Liberty Source” and “Amplify”) that offer administration via handheld devices like a Palm Pilot or iTouch, and web based data reporting, review and analysis. The TPRI is offered on Tango Software by Liberty Source and mClass Software by Amplify.

Technology Requirements:

No information provided; contact vendor for details.

 

Training Requirements:

  • 1-4 hours of training

 

Qualified Administrators:

  • Professionals

 

Accommodations:

The TPRI Screening and Inventory should be administered to all K-G3 special education students at their grade-level placement for reporting purposes. Accommodations for students with special needs can be used in administering the TPRI. Decisions on accommodations should be made on an individual basis, taking into consideration the needs of the student and whether the student routinely receives the accommodation during classroom instruction. If the student has an Individualized Educational Plan (IEP) or an instructional plan developed by a Section 504 committee, it may assist you in deciding which accommodations are appropriate. The following accommodations are acceptable:

  • Instructions can be signed to a student with a hearing impairment.
  • A student can place a colored transparency over any material presented.
  • A student can use a place marker.
  • A student can use any other accommodation that is a routine part of their reading, writing or spelling instruction. 

Where to Obtain:

Website: www.brookespublishing.comAddress: P.O. Box 10624, Baltimore, MD 21285-0624 Phone number:  1-800-638-3775


Access to Technical Support:

TPRI.org, TPRI development team, Brookes Publishing, Amplify, Tango Software

The TPRI Early Reading Assessment consists of a Screening Section and an Inventory Section. The TPRI Screening Section is designed for classroom teachers to quickly and effectively identify students who may be at risk of reading difficulty. The TPRI Inventory Section is the diagnostic section of the assessment, and is designed to give teachers information about the specific instructional needs of their students.

 

The K-3 screens are based on empirically derived predictors of reading success. They consist of measures of phonological awareness, letter sound correspondence, and word reading skills that predict reading outcomes involving word recognition and comprehension skills.

 

In Kindergarten and Grade 1, the TPRI Screening Section is administered at the beginning of the year (BOY), and again at the end of the year (EOY).  In Grades 2 and 3, the Screening Section is administered only at BOY.

 

In Kindergarten at BOY and EOY, and in Grade 1 at BOY, the Screening Section identifies students through the administration of multiple tasks.  Students score either Developed (D) or Still Developing (SD) on each screening task.  However, it is the overall screening score of either D or SD that indicates whether a student is identified as at-risk or likely not at-risk of reading difficulty.

Assessment Format:

  • One-to-one

 

Administration Time:

  • 1-5 minutes per student

 

Scoring Time:

  • Less than 1 minute per student

 

Scoring Method:

Students score 1 for a correct response on an item and 0 for an incorrect response.  At the end of the task, the responses are tallied producing a raw score for the task. A range of raw scores relates to a descriptive score of Developed (D) or Still Developing (SD). Students who score D on the Screening Section are highly likely not at risk for reading difficulty.  Students who score SD may fail to reach grade-level performance in reading if instructional intervention is not provided. When students are unsuccessful with the Screening Section tasks, it signals a need to gather additional assessment data to determine whether they require intervention to progress. 

 

Scores Generated:

  • Raw score

 

Classification Accuracy

GradeK123
Criterion 1 FallEmpty bubbleEmpty bubbleEmpty bubbleEmpty bubble
Criterion 1 Winterdashdashdashdash
Criterion 1 SpringEmpty bubbleEmpty bubbledashdash
Criterion 2 Falldashdashdashdash
Criterion 2 Winterdashdashdashdash
Criterion 2 Springdashdashdashdash

Primary Sample

Criterion 1:  Woodcock-Johnson Broad Reading Cluster

Time of Year: Fall

 

Grade K

Grade 1

Grade 2

Grade 3

Cut points

 

 

 

 

Base rate in the sample for children requiring intensive intervention

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children considered at-risk, including those with the most intensive needs

0.13

0.18

0.12

0.06

False Positive Rate

0.44

0.29

0.23

0.29

False Negative Rate

0.06

0.07

0.11

0.06

Sensitivity

0.94

0.93

0.89

0.94

Specificity

0.56

0.71

0.77

0.71

Positive Predictive Power

0.24

0.41

0.31

0.19

Negative Predictive Power

0.98

0.98

0.98

0.99

Overall Classification Rate

0.61

0.75

0.78

0.73

Area Under the Curve (AUC)

Not Provided

Not Provided

0.95

0.91

AUC 95% Confidence Interval Lower

0.98

0.96

Not Provided

Not Provided

AUC 95% Confidence Interval Upper

0.94

0.95

Not Provided

Not Provided

At 90% Sensitivity, specificity equals

SCR 1: 0.99    SCR 2: 0.96

SCR 1: 0.98    SCR 2: 0.92

0.76

0.8

At 80% Sensitivity, specificity equals

SCR 1: 0.99    SCR 2: 0.98

SCR 1: 0.99    SCR 2: 0.97

0.99

0.87

At 70% Sensitivity, specificity equals

SCR 1: 0.99    SCR 2: 0.98

SCR 1: 0.99    SCR 2: 0.99

0.99

0.92

 

Reliability

GradeK123
RatingEmpty bubbledEmpty bubbledEmpty bubbledEmpty bubbled
  1. Justification for each type of reliability reported, given the type and purpose of the tool:

Not provided

 

  1. Description of the sample(s), including size and characteristics, for each reliability analysis conducted

Not provided

 

  1. Description of the analysis procedures for each reported type of reliability:

Not provided

 

  1. Reliability of performance level score (e.g., model-based, internal consistency, inter-rater reliability).

Type of Reliability

Age or Grade

n

Coefficient

Confidence Interval

Cronbach’s alpha

K - BOY

743

0.90

Not Provided

Cronbach’s alpha

K-EOY

743

0.86

Not Provided

Cronbach’s alpha

Grade 1 - BOY

731

0.89

Not Provided

Cronbach’s alpha

Grade 1 - EOY

735

0.91

Not Provided

Cronbach’s alpha

Grade 2 - BOY

814

0.88

Not Provided

Cronbach’s alpha

Grade 3 - BOY

739

0.88

Not Provided

 

Disaggregated Reliability

The following disaggregated reliability data are provided for context and did not factor into the Reliability rating.

Type of Reliability

Subgroup

Age or Grade

n

Coefficient

Confidence Interval

Cronbach’s alpha

Black

K – BOY

184

0.88

Not Provided

Cronbach’s alpha

Black

K – EOY

184

0.86

Not Provided

Cronbach’s alpha

Black

Grade 1 – BOY

165

0.91

Not Provided

Cronbach’s alpha

Black

Grade 1 – EOY

165

0.95

Not Provided

Cronbach’s alpha

Black

Grade 2 – BOY

200

0.88

Not Provided

Cronbach’s alpha

Black

Grade 3 – BOY

311

0.92

Not Provided

Cronbach’s alpha

Hispanic

K - BOY

162

0.89

Not Provided

Cronbach’s alpha

Hispanic

K-EOY

162

0.87

Not Provided

Cronbach’s alpha

Hispanic

Grade 1 - BOY

153

0.92

Not Provided

Cronbach’s alpha

Hispanic

Grade 1 - EOY

153

0.93

Not Provided

Cronbach’s alpha

Hispanic

Grade 2 - BOY

185

0.90

Not Provided

Cronbach’s alpha

Hispanic

Grade 3 - BOY

265

0.91

Not Provided

Cronbach’s alpha

White

K - BOY

198

0.92

Not Provided

Cronbach’s alpha

White

K-EOY

198

0.84

Not Provided

Cronbach’s alpha

White

Grade 1 - BOY

184

0.93

Not Provided

Cronbach’s alpha

White

Grade 1 - EOY

184

0.88

Not Provided

Cronbach’s alpha

White

Grade 2 - BOY

222

0.90

Not Provided

Cronbach’s alpha

White

Grade 3 - BOY

274

0.88

Not Provided

 

Validity

GradeK123
RatingEmpty bubbleEmpty bubbleEmpty bubbleEmpty bubble
  1. Description of each criterion measure used and explanation as to why each measure is appropriate, given the type and purpose of the tool

Not provided

 

  1. Description of the sample(s), including size and characteristics, for each validity analysis conducted

Not provided

 

  1. Description of the analysis procedures for each reported type of validity

Not provided

 

  1. Validity for the performance level score (e.g., concurrent, predictive, evidence based on response processes, evidence based on internal structure, evidence based on relations to other variables, and/or evidence based on consequences of testing), and the criterion measures.

Type of Validity

Age or Grade

Test or Criterion

n

Coefficient

Confidence Interval

Construct/Convergent

K – BOY

WJ-III Broad Reading Cluster

743

0.64

Not Provided

Construct/Convergent

K – EOY

WJ-III Broad Reading Cluster

743

0.61

Not Provided

Construct/Convergent

Grade 1 – BOY

WJ-III Broad Reading Cluster

731

0.80

Not Provided

Construct/Convergent

Grade 1 – EOY

WJ-III Broad Reading Cluster

735

0.87

Not Provided

Construct/Convergent

Grade 2 – BOY

WJ-III Broad Reading Cluster

814

0.73

Not Provided

Construct/Convergent

Grade 3 – BOY

WJ-III Broad Reading Cluster

739

0.83

Not Provided

 

  1. Results for other forms of validity (e.g. factor analysis) not conducive to the table format

Not provided

 

  1. Describe the degree to which the provided data support the validity of the tool

Not provided

 

 

Disaggregated Validity

The following disaggregated validity data are provided for context and did not factor into the Validity rating.

Type of Validity

Subgroup

Age or Grade

Test or Criterion

n

Coefficient

Confidence Interval

None

 

 

 

 

 

 

 

Results for other forms of disaggregated validity (e.g. factor analysis) not conducive to the table format

Not provided

Sample Representativeness

GradeK123
RatingEmpty bubbleEmpty bubbleEmpty bubbleEmpty bubble

 

Representation

one state

Date

2008-2009 for K-2 Screenings

Size

2293 (K-2 sample)

Male

49%

Female

51%

Unknown

Not provided

Other SES Indicators

Not provided

Free or reduced-price lunch

Not provided

White, Non-Hispanic

26%

Black, Non-Hispanic

24%

Hispanic

22%

American Indian/Alaska Native

Not provided

Asian/Pacific Islander

Not provided

Other

Not provided

Unknown

28%

Disability classification

Not provided

First language

Not provided

Language proficiency status

Not provided

 

Bias Analysis Conducted

GradeK123
RatingNoNoNoNo
  1. Description of the method used to determine the presence or absence of bias

Not provided

 

  1. Description of the subgroups for which bias analyses were conducted

Not provided

 

  1. Description of the results of the bias analyses conducted, including data and interpretative statements:

Not provided

 

Administration Format

GradeK123
Data
  • Individual
  • Individual
  • Individual
  • Individual
  • Administration & Scoring Time

    GradeK123
    Data
  • 2-6 minutes
  • 2-6 mintues
  • 2-6 minutes
  • 2-6 minutes
  • Scoring Format

    GradeK123
    Data
  • Manual
  • Automatic
  • Manual
  • Automatic
  • Manual
  • Automatic
  • Manual
  • Automatic
  • Types of Decision Rules

    GradeK123
    Data
  • None
  • None
  • None
  • None
  • Evidence Available for Multiple Decision Rules

    GradeK123
    Data
  • No
  • No
  • No
  • No