READING PROGRESS INDICATOR (RPI)
The RPI is a web enabled, computerised tool for rapidly evaluating the effects of the Fast
ForWord program on groups of students.
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The tests are not timed (it typically takes less than 40 minutes depending upon grade
level and ability of student)
Criterion-related validity with Woodcock-Johnson Reading Battery
RPI IS NOT a diagnostic or high stakes assessment
RPI IS NOT designed to replace other assessments
ASSESSMENT DESIGN
Enrollment Grade/Age
Range
Assessment Level
Typical
Time Range
K-1 (5-6 year olds)
K-1
5-20 minutes
2-3 (7-8 year olds)
2-3
9-25 minutes
4-6 (9-11 year olds)
4-6
13-34 minutes
7-13+ (≥12 year olds)
7-10
15-45 minutes
ASSESSMENT CONTENT
Phonological Awareness
(includes Phoneme Awareness)
27%
Decoding
20%
Vocabulary
23%
Comprehension
(includes Listening Comprehension and Reading
Comprehension)
30%
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RPI Assessment Level Descriptions
K-1 Level
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Almost all questions are presented with audio
Phonological Awareness: rhyming, initial sound different, final sound different, phoneme
blending (one syllable words: cvc, cvcc,ccvc)
Decoding: sound/symbol matching, one-syllable word identification (real and nonsense)
Vocabulary: short sentence fill-in-the-blank (mostly one syllable nouns, adjectives), synonyms
Comprehension: multiple choice passage comprehension questions (who, what, where, why,
when), listening comprehension
2-3 Level
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Many questions are presented with audio
Phonological Awareness: initial sound different, final sound different, middle sound same,
phoneme blending (one syllable words. Cvc, cvcc, ccvc, ccvcc)
Decoding: sound/symbol matching, 1-3 syllable word identification (real and nonsense),
irregular patterns
Vocabulary: fill-in-the-blank (nouns, adjectives, verbs), synonyms, antonyms, context clues, root
words, prefixes, suffixes
Comprehension: multiple choice passage comprehension questions (who, what, where, why,
when, main idea), listening comprehension, map reading
4-6 Level
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Some questions are presented with audio
Phonological Awareness: initial sound different, final sound different, middle sound same,
phoneme blending (1-2 syllable words)
Decoding: sound/symbol matching, 1-4 syllable word recognition (real and nonsense), irregular
patterns
Vocabulary: fill-in-the-blank (nouns, adjectives, verbs, adverbs) synonyms, antonyms, context
clues, root words, prefixes, suffixes
Comprehension: multiple choice passage comprehension questions (who, what, where, why,
when, main idea, author’s perspective, inference, supporting details), listening comprehension,
(following multi-step directions) map reading
7-8 Level
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Some questions are presented with audio
Phonological Awareness: initial sound different, final sound different, middle sound same,
phoneme blending (1-3 syllable words)
Decoding: sound/symbol matching, 1-4 syllable word recognition (real and nonsense), irregular
patterns, homophone recognition
Vocabulary: fill-in-the-blank (nouns, adjectives, verbs, adverbs) synonyms, antonyms, context
clues, root words, prefixes, suffixes
Comprehension: multiple choice passage comprehension questions (who, what, where, why,
when, main idea, author’s perspective, inference, theme, supporting details), listening
comprehension, (following multi-step directions) map and chart reading
www.learnfastforschools.com.au
Frequently Asked Q&As
Q:
The results of the RPI do not match the results from other assessments
A:
It is unlikely that any two assessments will yield identical results. Because RPI addresses
four fundamental skills in a relatively short amount of time, the results may be
inconsistent with the results from other tests. We encourage you to focus on the overall
improvements in your group rather than on individual scores. RPI was not designed to
replace any other assessment you may be using but as an additional tool to look at
overall group progress.
Q:
Does the time spent taking the assessment impact the results? Isn’t processing speed
an important reading skill?
A:
Times does not impact the results of RPI. While processing speed is certainly one
component of reading ability, it is not something that is measured by RPI.
Q:
We know there has been an improvement in the child’s skills but the RPI scores do not
reflect this. Why not?
A:
There are a number of reasons why test scores may not always reflect the
improvements you see. It is always important to use your own observations as well as
test scores when measuring a student’s progress.
a. The student had a bad day or was not concentrating during the follow up
assessment.
b. The student had some lucky guesses on the initial test
c. The improvements are in areas not specifically addressed by RPI
d. Some time may need to pass before the improvements in underlying skills will be
measurable by the assessment.
Q:
This test is too difficult and my students are getting frustrated.
A:
We do not expect that students will be able to answer every question. If the test
seems much too challenging, you may choose to disable it. RPI might not be
appropriate for a particular student or group or at a particular time.
www.learnfastforschools.com.au