TPRI is part of the Children's Learning Institute at UTHealth

FAQs

General Questions

What reading concepts are assessed on the TPRI?

The reading concepts assessed on the TPRI are phonemic awareness, graphophonemic knowledge, reading accuracy, fluency, and comprehension. The oral language skill of listening comprehension is also assessed.

What’s the difference between the Screening Section of the TPRI and the Inventory Section?

The Screening Section of the TPRI is a brief assessment designed to identify students who are most at risk for reading difficulties. Its primary purpose is to predict for teachers which of their students may need additional or intensive reading instruction in order to meet grade level goals. The Inventory Section is a diagnostic tool that provides information about students' specific strengths and challenges as readers. It gives teachers information about the specific instructional needs of their students so that they can match their teaching with these specific needs.

Does the TPRI identify students that are at risk?

Yes. The TPRI Screening Section reliably identifies students who may be at risk for reading difficulties. The screening is designed to help teachers identify students who may need additional (and possibly intensive) instruction to reach grade level goals.

Why doesn’t the TPRI recommend that teachers administer all of PA and GK inventory tasks to all students?

Students may skip all or some of the PA and GK portions of the inventory for two reasons.

  1. Students who score Developed (D) on the screening are not required to take the PA and GK portions of the inventory. Students who score D on the screening are likely to be receptive to the effective PA and GK instruction offered to all students in a classroom. They likely won't require differentiated or intensive instruction in these areas in order to be successful as readers. Consequently, administering the PA and GK tasks may not be the best use of instructional time with these students since these scores are not needed to guide targeted instruction. If the PA and GK tasks were administered with these students, the information gained might be both interesting and useful, but it probably wouldn't be essential. Therefore, it may not be worth sacrificing instructional time in order to gather these scores.

  2. Students who score SD on an easier PA or GK task will not progress to a more difficult task. The kindergarten and first grade PA and GK portions of the inventory are comprised of increasingly difficult tasks. When students score SD on a task, administration of that portion stops and the remaining tasks in that portion are considered SD. When students score SD on an easier task it is unlikely that they will be successful with harder tasks. Having students proceed to harder tasks would take extra time without yielding useful information and would likely result in frustration for both students and teachers.

Should students who score D on the screening also score D on all tasks on the inventory?

Not necessarily. Students who do well on the screening should not be expected to be D on all of the inventory tasks. The screening provides a quick way to identify students who may be struggling readers. However, scoring D on the screening does not mean that students have mastered the skills assessed on the inventory. Scoring D on the screening simply suggests that students will be receptive to effective instruction and should not require intervention in order to end the year performing at or above grade level.

How are words selected to appear on the word lists on the Screening Section in grades 1-3?

Words included on the screening word lists are selected based on their ability to predict end of year reading performance. When TPRI field tests are conducted, students read a range of words of varying difficulty levels. Only some of the words that students read are selected to be included on the screening word lists. The words that are selected to appear on the screening task are chosen because, as a set, they were the most reliable words for dividing students into two categories: SD (may be at risk for reading difficulty) or D (likely not at risk for reading difficulty). The particular phonic elements or qualities of the words is considered when creating the pool of words to field test, but it does not factor significantly into the decision about what words will appear on the screenings.

Can the TPRI be used to determine if a student can be promoted to the next grade?

The TPRI should not be used to determine promotion or retention of students. The purpose of the TPRI is to assess students' reading abilities and provide teachers with information they can use to guide instruction.

Where can I find reliability and validity data for the TPRI?

The technical reports are online on the TPRI website

How do I order or purchase the TPRI?

Schools in Texas are provided K-2 kits by the TEA. Additional K-2 kits can be requested through Beehive Specialty at www.tpriandtejaslee.com. Progress monitoring tools and K-3 kits for third grade classes can be purchased through Brookes Publishing at www.brookespublishing.com. For schools outside of Texas, all materials are purchased through Brookes Publishing. Electronic versions of all TPRI products are also available. For more complete ordering information review the information on this page.

How do I recover a password for electronic versions of the TPRI?

Electronic versions of the TPRI are provided through the two licensed vendors listed below.  Contact your vendor directly for password information.

 

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If you have questions about TPRI™, please contact us at tpri@uth.tmc.edu.

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