Assessing text experience in British primary school children: New validated title and author recognition tests

Abstract

Becoming a skilled reader requires that children accumulate extensive experience with text through independent reading. Research shows that greater text experience is associated with stronger reading skills, better comprehension, and improved spelling, and, consequently, higher reading motivation. Reliable objective measures of children’s reading experience are therefore essential; however, because such measures are typically highly sensitive to temporal and cultural contexts, none of the existing tests are suitable for capturing the reading experience of British children today. We address this gap by introducing a new Author Recognition Test (ART) and Title Recognition Test (TRT) designed specifically for primary school children in the United Kingdom and validated with a large cohort of British pupils. The battery also includes a new multiple-choice spelling test that can be easily administered online. We further demonstrate that single-word reading and sentence reading efficiency tests from the Rapid Online Assessment of Reading (ROAR) can be adapted for use with British children and provide valid measures of reading proficiency. Together, these tools offer a much-needed, freely available resource for both researchers and practitioners, enabling reliable measurement of children’s text experience and basic literacy skills. The test battery is openly available on https://osf.io/gmv72/.