Tripping Words Reading Test

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The stumbling block reading test (short stumbling block test or Stolle ) is a test to measure reading performance . It is used in school classes 1 to 4. It measures reading speed (speed and accuracy) as well as comprehension at the sentence level. The test according to Hans Brügelmann does not offer a specific diagnosis of the performance profile, but only identifies students with deficits in reading development. The test is a standard diagnostic tool in elementary schools. For the interpretation of the test results, percentile comparison tables are available, which are calibrated, but Stolle was not systematically validated and standardized .

Origin and use

The “stumbling block reading test” was developed in 2002 by the Berlin elementary school teacher and primer author Wilfried Metze. Since then, it has been available to download for free use in primary schools on the author's website.

In research it was used in the LUST study in Siegen (reading examination with the stumbling block test).

Description and structure of the test

Objective The stumbling block reading test is used to check the reading skills and abilities of school children in German-speaking countries. scope of application

1. The stumbling block reading test is available as a class test with standard values ​​for all primary school classes. There are two analogous procedures for class 1 and for classes 2-4, which differ only in the scope of the tasks and the duration of the implementation.

2. The procedure can, however, also be used in other school types and levels and as an individual test.

Structure Standard values ​​for the procedure are available for the speed procedure (see below) of the test. However, the implementation instructions also provide information for an additional power implementation. The children are presented with 45 (grade 1) or 60 items (= sentences in grades 2-4), in which they each have to identify and delete a disruptive word (disruptor; also stumbling block) (pencil-paper method). The processing time is between 10 (class 1) and 4 minutes (class 4).

Parallel form Pseudo-parallel forms: The test is available in both forms A and B, which result from the different order of the same items.

Area of ​​application The comparison values ​​relate to the middle of the school year (time frame: 8 weeks in February / March).

Implementation time Including instructions, the implementation time is approx. 20 minutes. The instruction time is 10 minutes. The test time varies between 10 (1st class) and 4 (4th class) minutes.

Evaluation The evaluation can be carried out by checking the "troublemaker" lists, but also using templates. Raw values ​​are determined for the processed records and the errors. This means that the central comparison value “correct sentences per minute” can be determined.

Norms There are percentile norms for the different values ​​per grade level, gender and migration status for comparisons to the middle of the school year. The comparative sample (LUST-1) consists of a total of 20,864 children from three different school districts in North Rhine-Westphalia.

Reliability Internal consistency: retest method after one week and after about half a year.

Validity Logical validity High correlations with other methods for measuring reading performance (word test O40 r = .41-.76 ** / Hamlet 3/4 reading comprehension r = .61-.87 **)

The trip word test covers a wider range of reading processes. Sentences are given in which a word has been incorporated that does not belong there and which must be identified as not belonging.

  • Example : My mother likes to drink weak coffee.

In order to be able to solve the problem, at least a large part of the words must be read correctly. In addition, the retrieval of the selected individual words from the short-term memory and the comparative processing by activating the grammatical, syntactic and semantic lexicons is required.

literature

  • A. Backhaus: Stumble while reading? From the stumbling block reading test to the Siegen reading test and testing of reading performance on the PC. In: BM Hofmann, A. Sasse (Ed.): Transitions. Children and writing between kindergarten and school. Report on the annual meeting of the German Society for Reading and Writing, Rauischholzhausen, November 19, 2004. German Society for Reading and Writing, Berlin 2005, pp. 128-138.
  • A. Backhaus, H. Brügelmann, S. Knorre, W. Metze: Research manual for the stumbling block reading test. 2004. agprim.uni-siegen.de ( Memento from June 12, 2013 in the Internet Archive )
  • H. Brügelmann: Reading examination with the stumbling block test. Final report of the LUST-1 project. 2003. grundschulverband.de ( Memento from January 24, 2013 in the Internet Archive )
  • H. Brügelmann: The caravan effect. An interim assessment of the LUST project on learning to read. In: New Collection. 45th vol., H. 1, 2005, pp. 49-67.
  • W. Metze: Studies on the stumbling block reading test. 2005. lesetest1-4.de ( memento from March 23, 2008 in the web archive archive.today ) accessed on November 23, 2005.

Web links

Individual evidence

  1. ↑ lis.bremen.de , the stumbling words reading test on the website of the National Institute of School of the City of Bremen. Retrieved September 22, 2019.
  2. ↑ Tabular overview of reading tests.Retrieved September 22, 2019