GORT-5
GORT – Gray Oral Reading Test 5th ed.
1) Title and edition of the assessment.
Gray Oral Reading Test 5th Ed.
2) Publisher’s information.
Pro. Ed.
Austin, TX
3) What are the subtests and descriptions?
There are no subtests.
4) Does this assessment have a Basal / Ceiling? Yes.
Basal Score = two consecutive tests with a fluency score of 9 or 10.
Ceiling Score = a score of 2 or less on two consecutive stories.
There is no basal or ceiling for comprehension.
* If basal is not reached, continue giving the test until the ceiling is reached
and then work backwards.
5) What is the length of administration time?
15-45 minutes and it is best to complete in one session. However, two sessions
can be used if the client becomes fatigued.
6) What are the materials needed?
1. Examiner Manual
2. Student book
3. Form A or B of the test
4. Timer
GORT-5
7) What are the scoring procedures and length of scoring time?
All items below the basal are given full credit for rate, accuracy, and fluency (5
points). All items above the ceiling are given no credit (0 points).
- Comprehension: Sum the administered scores. (5 points for each item below
the basal and 0 points for items above the ceiling)
- Fluency: Sum of rate and accuracy scores.
8) What are the unique features of this assessment?
- Miscue Analysis Option (objective) – deep/thorough assessment of clients
errors
- Slash marking system – easy/quick route to identify errors
- Prosody Scale Option (perceptual)
- Descriptive terms corresponding to scores – allows accurate interpretation of
scores while maintaining reliability.
- Oral Reading Index – Normative data is the most clinically beneficial and most
reliable.
9) What research supports the use of this assessment (can include summary from
manual, journal articles, etc.)?
Research to support the reliability of test results
-
Salvia, J., Ysseldyke, J. E., & Bolt, S. (2010). Assessment in special and inclusive education (1t th ed.).
Belmont, CA: Wadsworth Cengage Learning.
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Reynolds, C. R., Livingston, R. C., & Willson, V. (2009). Measurement and assessment in education (2 nd
ed.). Boston, MA: Allyn & Bacon.
-
Four Research Studies done by PRO ED. Including –
GORT-5
o
Shih, M., & Bryant, B.R. (2011). Examining the relationship between oral reading errors and
comprehension performance in children. Poster session presented at the Council for
Exceptional Children Annual Conference. Baltimore, MD.
Testing Rate is supported by
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Adams, M., (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT press.
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Fuch, L. S., & Deno, S. L. (1991). Paradigmatic distinctions between instructionally relevant measurement
models. Exceptional Children, 57, 488-500.
Testing Accuracy is supported by
-
10)
Lyon, R. (1994). Frames of reference for the assessment of learning disabilities. Baltimore, MD: Brookes.
What are the technical data that support the use of this assessment (i.e., what
children participated in the norming of the assessment)?
- 2,556 students ranging from 6-23yrs old from 4 geographic regions
participated
- Gender: Matched the USA population ratio
o Male: 51%
o Female: 49%
- Race:
o White: 79%
o Black: 12%
o Asian: 4%
o Other: 5%
- Also included technical data of
o Parent Educational Level
o House Hold Income
o Exceptionality Status
GORT-5
Internal Reliability - .90 for all age ranges in form A/B
Test Re-Test Reliability - .82-.90 (normative data of 248 students)
Interscorer Reliability – approximately 1.0 (through three studies)
Predictive Validity - .70-.89 which is very large (providing convincing evidence
for the GORT-5 criterion predictive validity)
Sensitivity - .82 (good)
Specificity - .86 (good)