Abstrakt
The paper introduces a new Slovak diagnostic tool, the Test of Silent Word Reading, designed to assess the fluency of silent reading at word level. This brief test takes only 3 minutes, making it suitable for individual and group administration. It comprises two distinct forms, A and B, facilitating repeated testing for monitoring reading progress. Building on a pilot survey conducted among primary education pupils, the test demonstrated acceptable reliability and strong concurrent validity. The study’s objective was to investigate whether pupils diagnosed with dyslexia perform worse on the Test of Silent Word Reading than their non-dyslexic counterparts and whether this test could be utilized for diagnostic purposes in the future. Analyzing a sample of 23 pupils diagnosed with dyslexia and 23 control pupils without dyslexia from grades 2 to 5 in primary schools, the study confirmed that dyslexic pupils performed significantly worse in both versions of the test (A and B), as evidenced by the observed scores, raw scores, errors, and percentage correct. However, there were no statistically significant differences between the two groups in terms of correction parameters. The observed differences exhibited a moderately strong effect size. The study’s findings suggest that the Test of Silent Word Reading holds promise for future diagnostic applications in identifying dyslexia among school-age children in clinical and educational settings.
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